scholarly journals Non-routine mathematical problem-solving: Creativity, engagement, and intuition of STEM tertiary students

2021 ◽  
Vol 1 (4) ◽  
pp. 256
Author(s):  
Tanya Evans ◽  
Sergiy Klymchuk ◽  
Priscilla E. L. Murphy ◽  
Julia Novak ◽  
Jason Stephens ◽  
...  
Keyword(s):  
Student Engagement ◽  
Problem Solving ◽  
Divergent Thinking ◽  
Mathematical Problem ◽  
Focus Group Interviews ◽  
Tertiary Institutions ◽  
Behavioural Engagement ◽  
Post Test ◽  
Innovative Thinking ◽  
Group Interviews

<p style='text-indent:20px;'>This study set out to evaluate an intervention that introduced a period of non-routine problem-solving into tertiary STEM lectures at four tertiary institutions in New Zealand for 683 students. The aim was twofold: to attempt to increase student engagement and to introduce them to the kind of domain-free abstract reasoning that involves critical, creative, and innovative thinking. This study was conducted using a mixed-methods approach, utilizing different types of instruments to gather data: comprehensive student pre- and post-test questionnaires, a content validation survey for the questionnaires, focus group interviews (student participants), open-ended questionnaire (lecturer participants), and naturalistic class observations. The main findings are as follows. Students' behavioural engagement was significantly greater during the intervention. Perceptions of the utility value of the activity improved at the end of the semester for all students. There were no significant changes in students' convergent thinking (problem-solving), intuition, or creativity (originality, fluency, and elaboration traits of the divergent thinking) during the course, probably due to the relatively short timescale of the intervention. However, overall, the results of the investigation suggest that with a relatively small effort, teachers can improve STEM student engagement by devoting a few minutes per lecture on non-routine problem-solving. This is something that can be easily implemented, even by those who primarily teach in a traditional lecturing style.</p>

scholarly journals The influence of open-ended and STAD method on the mathematical problem-solving skills in terms of learning achievement

2017 ◽  
Vol 5 (2) ◽  
pp. 112
Author(s):  
Alman Alman
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Average Score ◽  
Mathematical Problem Solving ◽  
Learning Achievement ◽  
Problem Solving Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Univariate Test ◽  
Total Average

This study is a quasi-experimental research using factorial design. This study aimed at finding the facts that had been resulted from the different influence caused by the use of Open-Ended method and that of STAD method on the students’ mathematical problem-solving skills in terms of learning achievement. The learning achievement was categorized into two types namely the high achievement and the low achievement. The population in this study was Grade V students from SD Negeri Serayu. The data were analyzed by ANAVA univariate test. The results of the study were as follows. First, there have been differences in the mathematical problem-solving skills of the students who had been taught using Open-Ended method and those who had been taught using the STAD method. Second, there were also differences on the students’ score. For the students who had been taught using the Open-Ended method, the highest posttest average score of their learning achievement was 95.71 while the lowest post-test average score of their learning achievement was 63.92. These students’ total average score of learning achievement was 81.04. On the other hand, for the students who had been taught using STAD the highest posttest average score of their learning achievement was 95.50 while the lowest posttest average score of their learning achievement was 70.00. These students’ total average score of learning achievement was 89.13. Third, there has not been any differences between the Open-Ended method and the STAD method.

scholarly journals Enhancing Students’ Creative Thinking through Inquiry-Based Learning Integrating Mathematical Tools

2019 ◽  
Vol 2 (2) ◽  
pp. 91
Author(s):  
Nanda Ayu Indarasati ◽  
Abadi Abadi ◽  
Agung Lukito
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Mathematical Problem ◽  
Problem Solver ◽  
Teaching Mathematics ◽  
Original Solution ◽  
Inquiry Based Learning ◽  
Post Test ◽  
Cognitive Knowledge ◽  
Main Components

Students were demanded to be a creative problem solver in the career world. A mathematical learning following an inquiry-based learning approach and integrating mathematical tools was developed in this study. Students constructed original solutions about trigonometry ratio by using a clinometer and a meter as mathematical tools in allowing creative thinking. The product was designed through ADDIE methodology and applied to two classes in a Senior High School. A pre-test and post-test design measured cognitive knowledge as creative thinking variable. The result showed that this product with using mathematical tools was feasible and successful in enhancing students’ creative thinking. Inquiry-based learning was developed by involving three main components: providing students with a contextual mathematical problem-solving activity; involving student in an open-ended investigation with using a clinometer and a meter as mathematical tools to promote their creative thinking in creating original solutions; motivating students to build their own knowledge. This inquiry-based learning which had been developed significantly influenced students’ pre-knowledge scores. It could be concluded that creative thinking contributed, too. A recommendation for mathematics teachers in teaching mathematics was to involve students in problem-solving activity that facilitated them to conduct open-ended investigation whereas they could construct their own knowledge in building an original solution.

scholarly journals Think Pair Share With Comic For Mathematical Problem Solving Skills

2019 ◽  
Vol 9 (3) ◽  
Author(s):  
Turyanto Turyanto ◽  
Denik Agustito ◽  
Sri Adi Widodo
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Sampling Technique ◽  
Rank Test ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Post Test ◽  
Signed Rank Test ◽  
Parametric Statistical Test

The purpose of this study was to find out that Think Pair Share with mathematical comics is more effective than Think Pair Share learning without using comics. The research method used is an experiment with the design of Post-test-Only Control Design. The sample size was 64 students taken using cluster random sampling technique. The instrument used in this study is the Mathematical Problem Solving Test. Data analysis techniques were used using the Wilcoxon Signed Rank Test non-parametric statistical test. The results of the study showed that the learning of Think Pair Share models by using mathematical comics was no more effective than learning Think Pair Share without using comics. Although this study shows the opposite results from existing theoretical studies, in general, the use of learning media such as mathematical comics collaborated with any model can make mathematics learning more effective.

scholarly journals PENERAPAN MODEL PEMBELAJARAN TERPADU TIPE NESTED DALAM PEMBELAJARAN PEMECAHAN MASALAH MATEMATIKA PADA MATERI INDUKSI MATEMATIKA

2020 ◽  
Vol 6 (2) ◽  
pp. 113
Author(s):  
Aan Armini
Keyword(s):  
Problem Solving ◽  
Positive Attitude ◽  
Mathematical Problem ◽  
Learning Model ◽  
Mathematical Induction ◽  
Mathematical Problem Solving ◽  
Integrated Learning ◽  
School Year ◽  
Post Test ◽  
Students Attitudes

Through classroom action research, researchers seek to improve students 'mathematical problem solving abilities on mathematical induction material by using nested integrated learning methods and explore students' attitudes towards the application of the given learning model. The study was conducted during two cycles which included four stages of learning, namely: planning, implementation, observation, and reflection. The study was conducted in the odd semester of the 2019/2020 school year involving 34 students of class XI MIPA-2 SMAN 1 Garawangi, Kuningan. There are 2 types of research instruments used, namely tests and questionnaires. Based on the test results, it can be seen that in the post-test, the N-Gain index obtained was 0.61 (moderate). Meanwhile, based on the results of the questionnaire, it can be seen that 100% of students show a positive attitude. Thus, it can be concluded that the nested type integrated learning model can improve students' mathematical problem solving abilities on mathematical induction material and get a good appreciation with the presence of a positive attitude shown by all participants.

scholarly journals PERBANDINGAN PEMECAHAN MASALAH MATEMATIS SISWA ANTARA DISCOVERY LEARNING DAN PROBLEM BASED LEARNING

2017 ◽  
Vol 2 (2) ◽  
pp. 131
Author(s):  
Yunita Herdiana
Keyword(s):  
Problem Solving ◽  
Junior High School ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Learning Model ◽  
Discovery Learning ◽  
Mathematical Problem Solving ◽  
Post Test ◽  
Problem Solving Competency ◽  
Group Post

This research is aimed to investigate the students’ problem-solving competency after learn by using discovery learning model and students’ problem-solving ability after learn by using problem-based learning model. Therefore, this research is aimed to investigate differences problem-solving ability of mathematics between students who get discovery learning model and problem-based learning model. The population used in this research was a student in grade VII in one of junior high school in West Bandung Regency. The sample was student class VII B for the first experiment class and VII C for the second experiment class with 35 students in every class. The method in this research was a quasi experiment by using two group post-test only design. The instrument in this research is post-test about problem-solving of mathematics. Based on the research, it can be concluded that there is a difference between the mathematical problem-solving competency of students who get discovery learning model and problem-based learning model. Nevertheless, the qualification of problem-solving competency between of students who gets discovery learning model and problem-based learning model, are including the medium category

scholarly journals Peningkatan kemampuan pemecahan masalah matematis dengan metode make a match dalam inkuiri ditinjau dari perbedaan gender

2018 ◽  
Vol 13 (1) ◽  
pp. 33-42
Author(s):  
Anggela Soraya ◽  
Wardani Rahayu ◽  
Lukita Ambarwati
Keyword(s):  
Problem Solving ◽  
Learning Strategy ◽  
Mathematical Problem ◽  
Inquiry Learning ◽  
Female Students ◽  
Mathematical Problem Solving ◽  
Match Method ◽  
Islamic School ◽  
Post Test ◽  
Mathematical Problems

Penelitian ini bertujuan untuk mendeskripsikan peningkatan kemampuan pemecahan masalah matematis menggunakan metode make a match dalam strategi pembelajaran inkuiri ditinjau dari perbedaan gender. Penelitian ini dilakukan di SMP Jakarta Islamic School dan SMPIT Thariq Bin Ziyad, DKI Jakarta. Di SMP Jakarta Islamic School diterapkan strategi pembelajaran inkuiri, sementara di SMPIT Thariq Bin Ziyad diterapkan strategi pembelajaran inkuiri yang dipadukan dengan metode pembelajaran make a match. Populasi penelitian melibatkan peserta didik kelas VII, dimana kelas tersebut terpisah antara peserta didik laki-laki dan perempuan. Data yang diperoleh yaitu berasal dari data pre test dan post test yang berisi soal-soal pemecahan masalah matematis. Analisis data dilakukan menggunakan analisis varians (ANAVA) dua jalur. Hasil penelitian menunjukkan bahwa: (1) tidak tedapat perbedaan peningkatan kemampuan pemecahan masalah matematis antara peserta didik laki-laki dan perempuan; (2) tidak terdapat perbedaan peningkatan kemampuan pemecahan masalah matematis antara peserta didik yang menggunakan strategi pembelajaran inkuiri dan yang menggunakan strategi pembelajaran inkuiri dipadukan dengan metode make a match, dan (3) terdapat pengeruh interaksi antara model pembelajaran dan gender terhadap kemampuan pemecahan masalah matematis peserta didik. Improvement of mathematical problem solving ability with make a match method in inquiry judging from gender differences AbstractThis study aims to describe the improvement the students’ ability in mathematical problem solving using make a match method in inquiry learning strategy in terms of gender differences. This study conducted in SMP Jakarta Islamic School and SMPIT Thariq Bin Ziyad, Jakarta, Indonesia. In SMP Jakarta Islamic School applied inquiry learning strategy, while in SMPIT Thariq Bin Ziyad applied inquiry strategy that combined with make a match learning method. The study population was students of class VII, where the class was separated between male and female students. The data obtained was derived from pre test and post test data containing problem solving mathematical problems. The data analysis using analysis of variance (ANOVA) test. The result showed that (1) there was no difference in the improvement of mathematical problem solving ability between male and female students (2) there was no difference in the ability to solve mathematical problems between students using inquiry strategies and using inquiry strategies that combined with make a match, and (3) There was an effect of interaction between lerning strategy and gender toward students’ ability in mathematical problem solving.

scholarly journals MODEL PEMBELAJARAN OSBORN UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA

2016 ◽  
Vol 1 (2) ◽  
pp. 93-102
Author(s):  
Luthfiyati Nurafifah ◽  
Elah Nurlaelah ◽  
Dian Usdiyana
Keyword(s):  
Problem Solving ◽  
Positive Attitude ◽  
Mathematical Problem ◽  
Control Design ◽  
Learning Model ◽  
Research Data ◽  
The Other ◽  
Mathematical Problem Solving ◽  
Post Test ◽  
Better Than

The  purpose  of  this  research  is  to find out the increase of student’s mathematical problem solving competence through the implementation of Osborn Learning Model, as well as compare it with the  student  who  earned  conventional learning.    In  addition,  the  purpose  of this research is to find out the increase of mathematical  problem  solving  competence on a group of student with high, middle, and low capability. The next purpose is to find out the attitude of the students against the osborn learning model. Methods used in this research is quasi Experimenter Method with pretest and post-test Marginalized Control Design. Population on this research are all of  students  of  VIII  grades  in  SMPN  1 Bandung. Samples on this research are two classes   of   VIII   grades,   one   class   as Experimental Class and the other one as control    class.    Research    data    obtained through the test of student’s mathematical problem solving competence, questionnaire, and  observation  sheets.  The  result  of  this research shows that the increasing of student’s   mathematical   problem   solving competence with Osborn Learning Model better than   the increasing of student’s mathematical  problem  solving  competence with conventional learning. There are differences in the increasing competence on the groups of high capability, middle capability and low capability in osborn class and   conventional   class.   In   general,   the students  give  a  positive  attitude  against Osborn Learning Model.  

scholarly journals INVESTIGASI KEMAMPUAN PROBLEM SOLVING DAN PROBLEM POSING MATEMATIS MAHASISWA VIA PENDEKATAN REALISTIC

2018 ◽  
Vol 5 (3) ◽  
pp. 269-280 ◽  
Author(s):  
Ekasatya Aldila Afriansyah
Keyword(s):  
Problem Solving ◽  
Prospective Teachers ◽  
Diagnostic Tests ◽  
Quantitative Research ◽  
Mathematical Problem ◽  
Problem Posing ◽  
Mathematical Problem Solving ◽  
Mathematical Skills ◽  
Realistic Approach ◽  
Post Test

AbstrakKemampuan problem solving dan problem posing matematis merupakan kemampuan matematis yang perlu dimiliki oleh mahasiswa. Melalui kedua kemampuan ini, seorang mahasiswa dapat lebih kreatif dalam mengungkapkan ide serta gagasannya dengan cara menghubungkan pengetahuan yang dia peroleh sebelumnya dan mengaitkannya dengan pengetahuan yang dia diperoleh sekarang; serta mampu menuangkan gagasan/ide dalam menyelesaikan persoalan matematis yang dihadapinya. Namun pada kenyataannya, masih banyak mahasiswa yang belum memiliki kedua kemampuan ini, sehingga perlu diadakan perbaikan pembelajaran melalui pendekatan yang tepat. Pada penelitian ini, pendekatan pembelajaran yang dijadikan sebagai solusinya adalah pendekatan Realistic. Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan problem solving dan problem posing matematik mahasiswa melalui pendekatan Realistic. Metode penelitian yang digunakan pada penelitian ini adalah metode kuantitatif. Instrumen yang digunakan pada penelitian ini berupa tes diagnostik berupa pre-test dan pos-test, dan angket. Hasil dari penelitian ini, kemampuan problem solving dan problem posing mahasiswa cenderung meningkat. Rekomendasi bagi peneliti lain adalah melakukan penelitian sejenis ini dengan subjek penelitian yang berbeda, seperti mahasiswa calon guru.AbstractMathematical problem solving and problem posing skill are the mathematical skills that need to be owned by students. By having this skill, students can be more creative in expressing ideas by connecting the knowledge that they held previously. But in reality, there are some students who are lack of problem solving skill; therefore it is really important to improve learning through appropriate approach. Realistic approach had been chosen as the learning theory to be applied in the class. This study has the objective to find out whether the use of realistic approach enhances students’ mathematical problem solving and problem posing skills. The research methodology used in this study is a quantitative research. The instrument used diagnostic tests (pre-test and post-test); and questioner. The results of this study, the mathematical problem solving and problem posing skills students tend to increase. Recommendations for other researchers are do the research of mathematical problem solving and problem posing skills in other populations, especially prospective teachers.

scholarly journals Analisis Kemampuan Pemecahan Masalah pada Materi Sistem Koordinat Kartesius Ditinjau dari Perbedaan Pola Pikir Divergen dan Konvergen Siswa Kelas VIII SMP

2021 ◽  
Vol 1 (4) ◽  
pp. 528-537
Author(s):  
Naba Nunun Lamhabaha ◽  
Sudi Prayitno ◽  
Muhammad Turmuzi ◽  
Syahrul Azmi
Keyword(s):  
Problem Solving ◽  
Divergent Thinking ◽  
Mathematical Problem ◽  
Average Score ◽  
Convergent Thinking ◽  
Ability Test ◽  
Test Instrument ◽  
Divergent And Convergent Thinking ◽  
Assessment Guidelines ◽  
Cartesian Coordinate

This study aims to determine how the ability of mathematical problem solving in the Cartesian coordinate system material in terms of differences in divergent and convergent thinking patterns in class VIII students in semester 1 of SMP Negeri 1 Kediri in the 2019/2020 academic year. This research is a descriptive study using a quantitative approach. The instruments used in this study were the thinking character questionnaire instrument and the problem solving ability test instrument. The thinking character questionnaire instrument was used to select research samples that met the criteria for divergent thinking and convergent thinking. In this study, 11 students thought divergent and 12 students thought convergent. The problem-solving ability test instrument was used to determine the problem-solving ability of the research sample as measured by Polya's assessment guidelines, namely (1) understanding the questions, (2) planning solutions, (3) solving problems, and (4) checking. The results showed that there was no difference in the average score of problem-solving abilities between students with divergent and convergent thinking patterns, namely 66.19 and 66.73. The only difference lies in the steps each student takes. This shows that different mindsets do not affect a person's ability to solve a problem.

PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN KETERAMPILAN SOSIAL SISWA SMP MELALUI PEMBELAJARAN KOOPERATIF TIPE STAD

2021 ◽  
Vol 10 (1) ◽  
pp. 97
Author(s):  
Tanti Jumaisyaroh Siregar
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Cooperative Learning ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
Direct Learning ◽  
Essay Test

<p class="Afiliasi" align="left"><strong>Abstrak:</strong></p><p>Adapun tujuan penelitian ini adalah untuk menganalisis perbedaam peningkatan kemampuan pemecahan masalah dan keterampilan sosial siswa yang diajarkan dengan pembelajaran  kooperatif tipe STADdengan siswa yang diberi pembelajaran langsung. Penelitian ini merupakan salah satu jenis penelitian kuantitatif dengan menggunakan model kuasi eksperimen dengan desain kelompok <em>pre test-post test control group design</em>. Populasi dalam penelitian ini meliputi seluruh siswa dari salah satu SMP swasta yang berada di Kecamatan Percut Sei Tuan. Sampel dalam penelitian ini melibatkan siswa kelas VIII sebanyak 30 orang pada kelas eksperimen dan 30 orang pada kelas kontrol yang diambil secara acak menggunakan <em>cluster random sampling</em>. Jenis data dalam penelitian ini adalah data kuantitatif. Instrumen yang digunakan untuk memperoleh data dalam penelitian ini adalah tes kemampuan pemecahan masalah matematis yang berbentuk <em>essay test</em> dan angket keterampilan sosial siswa dalam skala likert pada mata pelajaran matematika. Data dianalisis dengan menggunakan statistik inferensial menggunakan uji-t. Berdasarkan hasil analisis data diperoleh nilai sig   = 0.00001 &lt;  α = 0,05 sehingga H<sub>o</sub> ditolak dan H<sub>a</sub> diterima yang berarti terdapat perbedaan yang signifikan peningkatan kemampuan pemecahan masalah matematis dan sikap keterampilan sosial yang diperoleh siswa antara pembelajaran kooperatif tipeSTAD dengan pembelajaran langsung. Dapat disimpulkan bahwa rata-rata kemampuan pemecahan masalah matematis dan sikap keterampilan sosial siswa yang memperoleh pembelajaran kooperatif tipeSTAD lebih tinggi secara signifikan dibandingkan dengan siswa yang memperoleh pembelajaran langsung.</p><p> </p><p><strong>Kata Kunci : </strong><strong></strong></p><p>Pemecahan Masalah Matematis, Keterampilan Sosial, Pembelajaran Kooperatif Tipe <em>STAD</em><strong></strong></p><p><strong> </strong></p><p><strong><em>Abstract:</em></strong><strong><em></em></strong></p><p><em>The purpose of this study is to analyze the differences in the increase in problem-solving abilities and social skills of students who are taught by cooperative learning type STAD with students who are given direct learning. This research is a type of quantitative research using a quasi-experimental model with a pre-test-post-test control group design. The population in this study included all students from one of private junior high school in Percut Sei Tuan. The sample in this study involved 30 class VIII students in the experimental class and 30 people in the control class who were taken randomly using cluster random sampling. The type of data in this research is quantitative data. The instruments used to obtain the data in this study were a test of mathematical problem-solving abilities in the form of an essay test and a questionnaire for students' social skills on a Likert scale in mathematics. Data were analyzed using inferential statistics using t-test. Based on the results of data analysis, the value of sig = 0.00001 &lt;α = 0.05 so that Ho is rejected and Ha is accepted, which means that there is a significant difference in the increase in mathematical problem-solving abilities and attitudes of social skills obtained by students between cooperative learning type STAD and direct learning. Therefore, it can be concluded that the average mathematical problem-solving ability and the attitude of social skills of students who get STAD type cooperative learning is significantly higher than students who receive direct learning. </em><em></em></p><p><em>               </em><em></em></p><p><strong><em>Keywords</em></strong><em>:</em></p><p><em>Mathematical Problem Solving, Social Skills</em><em>, </em><em>Cooperative Learning Type STAD</em><em></em></p>

Sign in / Sign up

Export Citation Format

Share Document