scholarly journals The Effectiveness of 5E’S Learning Cycle Strategy in Developing Problem-Solving Skills for Learning Science Subject Among Third Grade Students

2020 ◽  
Keyword(s):  
Problem Solving ◽  
Learning Cycle ◽  
Third Grade ◽  
Learning Science ◽  
Problem Solving Skills ◽  
Third Grade Students ◽  
Science Subject

scholarly journals Introducing Computational Thinking Practices in Learning Science of Elementary Schools [Research-in-Progress]

10.28945/4327 ◽  
2019 ◽  
Keyword(s):  
Science Education ◽  
Problem Solving ◽  
Computational Thinking ◽  
Learning Science ◽  
Future Research ◽  
Full Potential ◽  
Science Program ◽  
Next Generation ◽  
Science Field ◽  
Problem Solving Skills

Aim/Purpose: Science is becoming a computational endeavor therefore Computational Thinking (CT) is gradually being accepted as a required skill for the 21st century science student. Students deserve relevant conceptual learning accessible through practical, constructionist approaches in cross-curricular applications therefore it is required for educators to define, practice and assess practical ways of introducing CT to science education starting from elementary school. Background: Computational Thinking is a set of problem-solving skills evolving from the computer science field. This work-in-progress research assesses the CT skills, along with science concepts, of students participating in a science program in school. The program pertains learning science by modeling and simulating real world phenomenon using an agent-based modeling practice. Methodology: This is an intervention research of a science program. It takes place as part of structured learning activities of 4th and 5th grade classes which are teacher-guided and are conducted in school. Both qualitative and quantitative evaluations are parts of the mixed methods research methodology using a variety of evaluation technique, including pretests and posttests, surveys, artifact-based interviews, in class observations and project evaluations. Contribution: CT is an emerging skill in learning science. It is requiring school systems to give increased attention for promoting students with the opportunity to engage in CT activities alongside with ways to promote a deeper understanding of science. Currently there is a lack of practical ways to do so and lack of methods to assess the results therefore it is an educational challenge. This paper presents a response to this challenge by proposing a practical program for school science courses and an assessment method. Findings: This is a research in progress which finding are based on a pilot study. The researches believe that findings may indicate improved degree of students' science understanding and problem-solving skills. Recommendations for Practitioners: Formulating computer simulations by students can have great potential on learning science with embedded CT skills. This approach could enable learners to see and interact with visualized representations of natural phenomena they create. Although most teachers do not learn about CT in their initial education, it is of paramount importance that such programs, as the one described in this research, will assist teachers with the opportunity to introduce CT into science studies. Recommendation for Researchers: Scientific simulation design in primary school is at its dawn. Future research investment and investigation should focus on assessment of aspects of the full Computational Thinking for Science taxonomy. In addition, to help teachers assess CT skills, new tools and criteria are required. Impact on Society: STEM related professions are lacking the man power required therefore the full potential of the economy of developed countries is not fulfilled. Having students acquire computational thinking skills through formal education may prepare the next generation of world class scientists and attract larger populations to these fields. Future Research: The inclusion of computational thinking as a core scientific practice in the Next Generation Science Standards is an important milestone, but there is still much work to do toward addressing the challenge of CT-Science education to grow a generation of technologically and scientifically savvy individuals. New comprehensive approaches are needed to cope with the complexity of cognitive processes related to CT.

Enhancing mathematical problem solving among third-grade students with schema-based instruction.

2004 ◽  
Vol 96 (4) ◽  
pp. 635-647 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Douglas Fuchs ◽  
Karin Prentice ◽  
Carol L. Hamlett ◽  
Robin Finelli ◽  
...  
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Third Grade ◽  
Mathematical Problem Solving ◽  
Third Grade Students ◽  
Based Instruction

scholarly journals Pengaruh Model Pembelajaran Learning Cycle 5E terhadap Kemampuan Pemecahan Masalah Matematika Ditinjau dari Adversity Quotient Siswa

2020 ◽  
Vol 7 (1) ◽  
pp. 32-44
Author(s):  
Abdul Ma'arif ◽  
Syaiful Syaiful ◽  
Muhammad Haris Effendi Hasibuan
Keyword(s):  
Problem Solving ◽  
Learning Cycle ◽  
Cycle Model ◽  
Problem Solving Skills ◽  
Mathematics Problem Solving ◽  
8Th Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
And Mathematics ◽  
Mathematics Problem

Problem-solving skill is required by students and a target in studying mathematics. However, the problem-solving skill of Indonesian students are lacking. One effort that can be done is applying the Model of Learning Cycle 5E.  This research discussed the influence of the implementation of the learning cycle model on mathematics problem-solving skill viewed from students’ adversity quotient. This research used a quantitive approach, quasi-experimental study. The subjects were the 8th Grade students of SMP IT Ash-Shiddiiqi Jambi, consisting of two experiment classes and one control class. The instruments were post-test and adversity quotient questionnaire modified by Stoltz and had been validated by experts. Data analysis was conducted by Two-Way ANOVA. The results showed that there was no interaction between the learning cycle 5E model and mathematics problem-solving skill. This finding indicates that the model of learning cycle 5E affects problem-solving skills and can be applied to students with all types of adversity quotient.

scholarly journals Profile of Students’ Problem-Solving Skills Viewed from Polya's Four-Steps Approach and Elementary School Students

2021 ◽  
Vol 10 (4) ◽  
pp. 1625-1638
Author(s):  
Riyadi*, Triana ◽  
Triana Jamilatus ◽  
Puput Nikmaturrohmah
Keyword(s):  
Problem Solving ◽  
Word Problems ◽  
Fourth Grade ◽  
School Students ◽  
Problem Solving Skills ◽  
Fifth Grade Students ◽  
Third Grade Students ◽  
Fourth Grade Students ◽  
One Step ◽  
Better Than

<p style="text-align: justify;">Problem-solving is considered one of the thinking skills that must be possessed in 21<sup>st</sup>-century education because problem-solving skills are required to solve all problems that arise. The problem-solving stages that can be used are Polya's four steps, namely, understanding the problem, devising a plan, carrying out the plan, and looking back. Problem-solving skills are essential for solving word problems. Word problems based on arithmetic operations are divided into three types: one-step, two-step, and multistep. This qualitative research aimed to see problem-solving skills viewed from the type of word questions and elementary school students’ third, fourth, and fifth grades. A purposive sampling technique with 22 third-grade students, 28 fourth-grade students, and 21 fifth-grade students was used. The data were collected using documentation, testing, and interview methods. The findings of the study showed that fourth-grade students’ problem-solving skills are better than those of third-grade students, and the problem-solving skills of fifth-grade students are better than those of fourth-grade students. The percentage of Polya's steps always decreases because not all students master problem-solving. Based on the types of questions, the percentage of the one-step word problem is better than that of the two-step while the percentage of the two-step word problems is higher than that of the multistep.</p>

scholarly journals Problem Solving Skill Science on Junior High School for Different Academic

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Arini Dwi Larasatining Retnowati ◽  
Suratno Suratno ◽  
Yushardi Yushardi
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Junior High ◽  
Learning Science ◽  
Problem Solving Skills ◽  
Learning And Teaching ◽  
Education Today ◽  
The Difference ◽  
And Training

The rapid of education today requires empowerment skills to construct a science, one of the ways is adapting and training in a skill of problem-solving to face more advanced through learning and teaching materials. The purpose of this research is to know the difference skill of problem-solving based on learning science in junior high school in the different academic. Collecting data using rubric problem-solving skill given to students with academic distinction on April. The instrument of this research is a rubric problem-solving skill validated by the experts. The data were analysed with descriptive quantitative using Microsoft Exel. The result of data analysis of this research, there are some differences in problem-solving skills science of a junior high school of difference academic. A student who got the high score in academic tends to have better problem-solving skills.

scholarly journals KETERAMPILAN PEMECAHAN MASALAH, BERPIKIR KREATIF, DAN PENALARAN PADA PEMBELAJARAN MATEMATIKA MENGGUNAKAN MEDIA VISUAL [PROBLEM SOLVING, CREATIVE THINKING, AND REASONING SKILLS IN LEARNING MATHEMATICS USING VISUAL LEARNING MEDIA]

2021 ◽  
Vol 17 (1) ◽  
pp. 101
Author(s):  
Dhesy Adhalia ◽  
Nancy Susianna
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Creative Thinking ◽  
Visual Learning ◽  
Thinking Skills ◽  
Problem Solving Skills ◽  
Third Grade Students ◽  
Learning Mathematics ◽  
Before And After ◽  
Reasoning Skills

<p>Problem solving, creative thinking, and reasoning skills are important skills for students to master to solve various problems that they will face in the future. However, there are still many students that have relatively low ability levels performing these three skills. To improve students' abilities in these three skills, teachers can use learning strategies that incorporate visual learning media. The problem identified in a class of third graders at a public elementary school (SDN 01) in Jagakarsa was the lack of use of learning media in the learning process in the classroom so students' ability in all three skills was less developed. A research study was conducted to determine the increase in problem solving skills, creative thinking skills, and reasoning skills of third grade students at SDN 01 Jagakarsa in math subjects after being taught using instructional media. Data sources were obtained from students' test scores before and after being taught using visual learning media. Based on the N-gain calculation and data analysis using inferential statistics, results showed that the use of visual learning media can improve students' ability to solve problems, think creatively, and reason, especially in mathematics subjects.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Keterampilan memecahkan masalah, berpikir kreatif, dan menalar merupakan keterampilan yang penting dikuasai siswa untuk menyelesaikan bermacam persoalan yang akan dijumpainya kelak di masa yang akan datang. Kenyataannya<strong> </strong>masih banyak ditemui siswa dengan kemampuan ketiga keterampilan tersebut yang tergolong rendah. Untuk meningkatkan kemampuan siswa pada ketiga keterampilan tersebut, guru dapat menggunakan strategi pembelajaran menggunakan media pembelajaran.<strong> </strong>Masalah yang teridentifikasi di kelas III SDN 01 Jagakarsa adalah masih kurangnya penggunaan media pembelajaran yang digunakan dalam proses pembelajaran di kelas, sehingga kemampuan siswa dalam ketiga keterampilan tersebut kurang berkembang.<strong> </strong>Oleh karena itu dilakukan penelitian untuk mengetahui peningkatan kemampuan memecahkan masalah, berpikir kreatif, serta menalar siswa kelas III SDN 01 Jagakarsa pada mata pelajaran matematika setelah diajarkan dengan menggunakan media pembelajaran. Sumber data didapat dari nilai siswa sebelum dan sesudah diajarkan dengan menggunakan media pembelajaran visual. Berdasarkan hasil perhitungan <em>N-gain</em> dan analisis data menggunakan statistik inferensial didapat kesimpulan bahwa penggunaan media pembelajaran visual dapat meningkatkan kemampuan siswa dalam memecahkan masalah, berpikir kreatif, dan menalar secara keseluruhan khususnya pada mata pelajaran matematika.</p>

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