scholarly journals THE EFFECT OF SMART-PBL LEARNING STRATEGY AND ACADEMIC-SELF REGULATED LEARNING ON METACOGNITIVE AND PROBLEM-SOLVING SKILLS IN LEARNING CHEMISTRY

2020 ◽  
Vol 17 (35) ◽  
pp. 960-976
Author(s):  
Deka Dyah UTAMI ◽  
Punaji SETYOSARI ◽  
Waras KAMDI ◽  
Saida ULFA ◽  
Dedi KUSWANDI
Keyword(s):  
Problem Solving ◽  
Augmented Reality ◽  
Science Teachers ◽  
Problem Based Learning ◽  
Service Science ◽  
Problem Solving Skills ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Augmented Reality Technology ◽  
Learning Chemistry

Learning chemistry in the 21st century should emphasize higher-order thinking skills such as metacognitive and problem-solving skills besides cognitive learning outcomes. Metacognitive needs to be improved so students can practice organizing, monitoring, and evaluating their thinking process in solving chemical problems. Problem-solving needs to develop to train students in making the appropriate decision and scientific explanation when encountering chemical issues. Based on observation results, the metacognitive and problem-solving skills of a pre-service science teacher in Malang, Indonesia, were low. Metacognitive and problem-solving skills are affected by academic-self regulated learning (ASRL) by students. This study aimed to know the effect of the Strategy Meets Augmented Reality Technology-using Problem Based Learning (SMART-PBL) and Academic-self regulated learning (ASRL) on improving metacognitive and problem-solving skills in learning chemistry. The SMART-PBL was modified by Problem Based Learning (PBL) strategy, which assisted by Augmented Reality technology as visual media. The research subject was 64 pre-service science teachers divided into control and experimental class, respectively, of 32 students. The research design was Quasi-Experimental, with Nonequivalent Control Group Design using factorial 2x2. The trial class performed SMART-PBL, which showed a more significant influence on metacognitive and problem-solving skills than the PBL class. The SMART-PBL not interacted with ASRL to improve metacognitive and problem-solving skills. By implementing SMART-PBL improves not only metacognitive and problem-solving skills but also evokes creative and critical thinking, communication, and scientific reasoning skills that appear in students during learning chemistry.

scholarly journals Efektivitas problem-based learning ditinjau dari keterampilan pemecahan masalah dan kemandirian belajar matematis

2019 ◽  
Vol 6 (1) ◽  
pp. 118-129
Author(s):  
Yuli Kurniyawati ◽  
Ali Mahmudi ◽  
Endang Wahyuningrum
Keyword(s):  
Problem Solving ◽  
Significant Relationship ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Academic Year

Penelitian ini bertujuan untuk mendeskripsikan efektifitas problem-based learning ditinjau dari keterampilan pemecahan masalah dan kemandirian belajar matematis. Penelitian ini merupakan penelitian Quasi Experimental dengan populasi siswa kelas VIII SMP Negeri 1 Ngadirejo Temanggung tahun pelajaran 2017/2018. Pengambilan sampel dilakukan secara acak dengan mengambil 3 kelas dari 7 kelas yang ada, dan terpilih kelas VIII A sebagai kelas ujicoba, kelas VIIIB sebagai kelas eksperimen, dan kelas VIIIC sebagai kelas kontrol. Instrumen penelitian yang digunakan adalah tes keterampilan pemecahan masalah matematis dan skala kemandirian belajar matematis. Hasil penelitian menunjukkan bahwa problem-based learning efektif ditinjau dari keterampilan pemecahan dan kemandirian belajar matematis. Terdapat perbedaan efektivitas antara problem-based learning dan pembelajaran konvensional ditinjau dari keterampilan pemecahan masalah dan kemandirian belajar matematis. Terdapat hubungan signifikan antara keterampilan pemecahan masalah dan kemandirian belajar matematis.The effectiveness of problem-based learning in terms of mathematical problem-solving skills and self-regulatedAbstractThis study aims to determine the effectiveness of problem-based learning in terms of mathematical problem-solving skills and self-regulated. This study is quasi-experimental with a population of students of grade VIII SMP Negeri 1 Ngadirejo Temanggung academic year 2017/2018. The sampling was done randomly by taking 3 of 7 classes, and the elected class was VIII A, VIIIB, and VIIIC. Then, the three classes were randomized to determine the tryout class, control, and experimental class. Class VIIIB was selected as an experimental class, VIIIC as a control class and VIIIA as a tryout class. The instrument used was the test of mathematical problem-solving skills, the scale of self-regulated learning and observation sheet of learning implementation. The results of this study showed that problem-based learning is effective in terms of mathematical problem-solving skills and self-regulated learning. There is a difference in effectiveness between problem-based learning and conventional learning in terms of mathematical problem-solving skills and self-regulated learning. There is a significant relationship between mathematical problem-solving skills and self-regulated learning.

scholarly journals USING STEM APPLICATIONS FOR SUPPORTING INTEGRATED TEACHING KNOWLEDGE OF PRE-SERVICE SCIENCE TEACHERS

2019 ◽  
Vol 18 (2) ◽  
pp. 158-170 ◽  
Author(s):  
Burcu Alan ◽  
Fikriye Kirbağ Zengin ◽  
Gonca Keçeci
Keyword(s):  
Problem Solving ◽  
Science Teachers ◽  
Service Science ◽  
Control Group ◽  
Problem Solving Skills ◽  
Teaching Knowledge ◽  
Mixed Method Design ◽  
Post Test ◽  
And Control ◽  
Experimental Group

In this research the effects of STEM applications, which are aimed to support the integrated teaching knowledge of pre-service science teachers on the problem solving skills of pre-service science teachers were examined. The research was carried out in scope of the mixed method design of convergent parallel design. The research was conducted with pre-service science teachers of experimental group (n=31) and control group (n=31) who were studying at Fırat University. STEM applications including Algodoo were carried out with the pre-service teachers in the experimental group for one term. The data of the research were collected through the problem solving inventory test (PSIT), prospects diaries during the process of the pre-service science teachers in the experiment group. Quantitative data were analyzed using unpaired samples t-test. Statistically significant differences were found in favor of the experimental group when the PSIT post-test scores of the pre-service teachers in the experimental and control groups were analyzed. They said that STEM education is necessary and important for them, much better products arise as a result of gathering different disciplines, but integration of four disciplines is not easy.

scholarly journals MATHEMATICAL REASONING AND SELF REGULATED LEARNING TOWARDS STUDENTS' PROBLEM SOLVING ABILITY

2019 ◽  
Author(s):  
Agus Setiawan
Keyword(s):  
Problem Solving ◽  
Factorial Design ◽  
Mathematical Reasoning ◽  
Homogeneity Test ◽  
Problem Solving Skills ◽  
Self Regulated Learning ◽  
Learning Hypothesis ◽  
Regulated Learning ◽  
Class Viii ◽  
Essay Tests

This research aims to determine: (1) Are there any differences in problem solvingskills between students who have high, medium and low mathematical reasoning,(2) Are there any differences in problem solving skills between students who havehigh and low self regulated learning, (3) Is there any interaction betweenmathematical reasoning and self regulated learning on problem solving abilities.This research is a comparative causal research with factorial design 3 X 2. Thesubjects of this research were students of class VIII A SMP Ma‟arif 1 Metro. Theinstruments used to collect data are problem solving essay tests, mathematicalreasoning tests and questionnaires for self regulated learning. Hypothesis testingused two-way Anova test with unequal cells while Anava prerequisite test was datanormality test and variant homogeneity test. The conclusions of this research are:(1) There are differences in problem solving abilities between students who havehigh, medium and low mathematical reasoning, (2) There are differences inproblem solving abilities between students who have high and low self regulatedlearning, (3) There are interaction between mathematical reasoning and selfregulated learning on problem solving abilities.

scholarly journals Using Coherence Analysis to Characterize Self-Regulated Learning Behaviours in Open-Ended Learning Environments

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
James R Segedy ◽  
John S Kinnebrew ◽  
Gautam Biswas
Keyword(s):  
Problem Solving ◽  
Learning Environments ◽  
Self Regulation ◽  
Learning Task ◽  
Coherence Analysis ◽  
Problem Solving Skills ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Learning Behaviours ◽  
Insight Into

Researchers have long recognized the potential benefits of using open-ended computer-based learning environments (OELEs) to study aspects of students’ self-regulated learning behaviours. However, measuring self-regulation in these environments is a difficult task. In this paper, we present our work in developing and evaluating coherence analysis (CA), a novel approach to interpreting students’ learning behaviours in OELEs. CA focuses on the learner’s ability to interpret and apply information encountered while working in the OELE. By characterizing behaviours in this manner, CA provides insight into students’ open-ended problem-solving strategies as well as the extent to which they understand the nuances of their current learning task. To validate our approach, we applied CA to data from a recent classroom study with Betty’s Brain. Results demonstrated relationships between CA-derived metrics, prior skill levels, task performance, and learning. Taken together, these results provide insight into students’ SRL processes and suggest targets for adaptive scaffolds to support students’ development of science understanding and open-ended problem solving skills.

scholarly journals Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kemampuan Pemecahan Masalah Matematis Ditinjau dari Self Regulated Learning Siswa

2021 ◽  
Vol 6 (1) ◽  
pp. 68-82
Author(s):  
Musliha Musliha ◽  
Rena Revita
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Cluster Sampling ◽  
Ability Test ◽  
Self Regulated Learning ◽  
Regulated Learning

This research aimed to know the effect of implementing the Problem Based Learning model toward students’ mathematical problem-solving ability derived from their self-regulated learning at MTs Rokan Hulu. This research using a factorial experiment design. By random cluster sampling, 8th-grade students of A-class as the experimental and C-class students as the control group. Data were collected from the mathematical problem-solving ability test and self-regulated learning questionnaire. The result of this study is: 1) there was a difference in mathematical problem-solving ability between students taught by Problem Based Learning model and those who educated by direct learning, 2) there was a difference in mathematical problem-solving ability among students having high, medium and low self-regulated learning, and 3) there was no interaction between Problem Based Learning model and student mathematical problem-solving ability.

scholarly journals Evaluation of self-regulated learning on problem-solving skills in online basic Physics learning during the COVID-19 pandemic

2021 ◽  
Vol 11 (2) ◽  
pp. 541
Author(s):  
Ahmad Abtokhi ◽  
Budi Jatmiko ◽  
Wasis Wasis
Keyword(s):  
Online Learning ◽  
Problem Solving ◽  
Digital Media ◽  
The Self ◽  
Problem Solving Skills ◽  
Physics Learning ◽  
Online System ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Basic Physics

The problems of learning physics have experienced increasingly complex obstacles amid the demands of online learning due to the COVID-19 pandemic. The purpose of this study is to explain the basic physics learning process through an online system during a pandemic, by evaluating the Self-Regulated Learning (SRL) approach to Problem-solving Skills (PSS). Data were collected through distributing questionnaires, interviews and documentation studies, then analyzed. This study shows that the applied SRL has been implemented well, but has not been optimal in improving PSS in online Basic Physics learning. The unpreparedness of technological devices and the competence of educators and students become obstacles that result in difficulties in solving physics problems so that the expected results are not following the expected learning targets. Also, this study shows the difficulty of learning physics online during the pandemic. Thus, a responsive physics learning model is needed with conditions that allow the delivery of physics material to be well understood, even though it is delivered through digital media. This is a demand that needs the attention of all parties so that the achievement of online learning targets remains optimal and effective in increasing the problem-solving skills of students during the COVID-19 pandemic.

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