Identifying Informatively Easy and Informatively Hard Concepts

In this article, we leverage ideas from the theory of coevolutionary computation to analyze interactions of students with problems. We introduce the idea of informatively easy or hard concepts. Our approach is different from more traditional analyses of problem difficulty such as item analysis in the sense that we consider Pareto dominance relationships within the multidimensional structure of student–problem performance data rather than average performance measures. This method allows us to uncover not just the problems on which students are struggling but also the variety of difficulties different students face. Our approach is to apply methods from the Dimension Extraction Coevolutionary Algorithm to analyze problem-solving logs of students generated when they use an online software tutoring suite for introductory computer programming called problets . The results of our analysis not only have implications for how to scale up and improve adaptive tutoring software but also have the promise of contributing to the identification of common misconceptions held by students and thus, eventually, to the construction of a concept inventory for introductory programming.

Analyzing Student Problem-Solving With MAtCH

Problem-solving has been recognized as a critical skill that students lack in the current education system, due to the use of algorithmic questions in tests that can be simply memorized and solved without conceptual understanding. Research on student problem-solving is needed to gain deeper insight into how students are approaching problems and where they lack proficiency so that instruction can help students gain a conceptual understanding of chemistry. The MAtCH (methods, analogies, theory, context, how) model was recently developed from analyzing expert explanations of their research and could be a valuable model to identify key components of student problem-solving. Using phenomenography, this project will address the current gap in the literature of applying the MAtCH model to student responses. Twenty-two undergraduate students from first-year general chemistry and general physics classes were recorded using a think-aloud protocol as they worked through the following open-ended problems: 1) How many toilets do you need at a music festival? 2) How far does a car travel before one atom layer is worn off the tires? 3)What is the mass of the Earth’s atmosphere? The original definitions of MAtCH were adapted to better fit student problem-solving, and then the newly defined model was used as an analytical framework to code the student transcripts. Applying the MAtCH model within student problem-solving has revealed a reliance on the method component, namely, using formulas and performing simple plug-and-chug calculations, over deeper analysis of the question or evaluation of their work. More important than the order of the components, the biggest differences in promoted versus impeded problem-solving are how students incorporate multiple components of MAtCH and apply them as they work through the problems. The results of this study will further discuss in detail the revisions made to apply MAtCH definitions to student transcripts and give insight into the elements that promote and impede student problem-solving under the MAtCH model.

Kemampuan Pemecahan Masalah Matematika Pada Soal Open Ended Materi Lingkaran Berdasarkan Kemampuan Awal Matematika Siswa

The research was aims to describe the problem solving in mathematics ability on open ended with circle material based on the early mathematical ability of the students at 9th grade junior high school 8 mataram. The type of the research is a descriptive study with quantitative approach. The research subject are 28 students which selected with purposive sampling. The subject is grouped according to early abilities of high, moderate, and low mathematics using the midterms. The data-collection method used is an open-ended problem-solving test on a loop of 2 terms of description and interview methods. The results were analyzed based on an indicator of problem solving capability according to Polya. Based on the data analysis, student problem solving capabilities with advanced mathematical abilities fall into good category, averaged 79.69. The student problem-solving capability with the early math skills is in good category, with an average score of 77.50. Student problem solving with early abilities of low math falls in the less category, with an average value of 48.30. The students with advanced math skills and are filling indicators of understanding the problem, planning a settlement and carrying out a completion plan, but have not yet met the checking indicator.

The problems of learning english vocabulary in harapan senior high school

The aim of this study is to find out the problems in learning English Vocabulary especially in the eleventh-grade students of Harapan Senior High School Denpasar. In this study, the writer had 70 students of 11 social 2 and 11 social 3 at eleventh-grade students in Harapan Senior High School Denpasar. The writer gave a test to the participants. Since this study has purpose to know the students’ problem in learning vocabulary, the writer also interviewed 3 students who got lower score than other students to get rich description of the problems. The eleventh-grade students still have many difficulties in vocabulary learning. The categorization of the student problem is based on vocabulary learning aspects, such as pronunciation, spelling, word meaning and word use. The average score that the students got in pronunciation is 81,43%, in spelling is 59,71%, in word meaning is 71,02%, and in word use the students got 73,33%. So, the students still have problems in vocabulary. Furthermore, the problem can be caused by many factors, such as: hard to memorize many words, their motivation, or lack of experience in language learning.

Problem solving skills: esssential skills challenges for the 21st century graduates

Problem solving skills are the abilities to identify problems, search and select various alternative solutions and make decisions in solving all the problems at hand. Problem solving skills are 21st century skills that are needed by society and the world of work. This research is a descriptive quantitative research. The research sample consisted of 300 students who were selected using the stratified random sampling technique. The research instrument used a scale of student problem solving skills. The Analysis of Data used descriptive analysis, independent sample t-test, and ANOVA with the help of the SPSS program. Based on the results of the study, it can be concluded (1) the average level of student problem solving skills is in the medium category (62.3%), (2) there is no significant difference in the level of student problem solving skills based on gender, (3) there is no significant difference in the level of student problem solving skills based on developmental status, (4) there is a significant difference in the level of problem solving skills of students based on age groups. The age group that has a significant effect on the difference in the average score of problem solving skills of students aged 23 years

The Student Problem Solving Skills in Science Subjects Based on Class Rankings

The Problem solving skills are skills that must be possessed by students to solve a problem correctly and correctly in the learning process. Students with high achievement do not necessarily have high problem solving skills either. This study aims to describe students' problem-solving skills in simple aircraft material based on class rankings. This research method uses a qualitative method with a phenomenological approach. The research location was conducted at SMP Avisena Jabon, Kedungcangkring Sidoarjo. The data collection techniques used were tests, interviews, and documentation that had been tested for validity. The results showed that the problem solving skills possessed by students ranked 1 on all indicators were included in the very high category, problem solving skills possessed by students ranked 2 on all indicators were included in the high category, and problem solving skills possessed by students ranked 3 on all indicators included in the high category.

Implementation of Augmented Physics Animation Integrated Crosscutting Concept COVID 19 in Facilitating Problem Solving Skills and Disaster Preparedness

This study aimed to implement augmented physics animation integrated crosscutting concept COVID-19 in facilitating student problem-solving skills and disaster preparedness. This study used a quantitative approach. The research design chosen was a pre-experimental design with a posttest-only design with nonequivalent groups. The research was conducted at the Department of Physics Education, Universitas Sultan Ageng Tirtayasa. All students of the department are the research population. The sampling technique used was purposive sampling. The number of 35 students entered the experimental group, and 36 students entered the comparison group. The results showed that a) there was no difference in students' mastery of problem-solving skills in the experimental and comparison group. Asymp. Sig indicates a value of 0.187 or > 0.05, so it can be decided that H1 was rejected. b) There was a difference in the level of student COVID-19 disaster preparedness between the experimental and the comparison group. Asymp indicated this. Sig was 0.012 or < 0.05, so it could be decided that H2 was accepted. Therefore, it can be concluded that the implementation of augmented physics animation on the mastery of student problem-solving skills has not yet been seen but can already be seen in facilitating the level of preparedness of students in dealing with the COVID-19 disaster.

ALGEBRA PROBLEM SOLVING ABILITY BASED ON SOLO TAXONOMY ASSESSED FROM COGNITIVE STYLE

Algebra is a branch of mathematics that uses mathematical statements to describe the relationship between various things. This study aims to describe the algebra problem solving abilities of students in the Linear Program course. There are differences in student problem solving, which are caused by students' cognitive styles. Reflective and impulsive cognitive styles based on the SOLO taxonomy. This research method is descriptive qualitative. The research was conducted at STKIP Kusuma Negara Jakarta. The research subjects consisted of 4 students, 2 students having a reflective cognitive style and 2 students having an impulsive style. Purposive sampling technique was used in taking the subjects.Data collection techniques used cognitive style test questions Matching Familiar Figures Test (MFFT), algebra problem solving test questions and interview guidelines. Data collection techniques used two techniques, namely written tests and interviews. Technical analysis of data by reducing data, presenting data, and drawing conclusions. From the data processing, the results of the research were 2 students whose have flexible cognitive style also have good algebra problem solving abilities and based on SOLO taxonomy reached the Extended abstract level. Meanwhile, students who have an impulsive cognitive style in solving algebra problems based more on the SOLO taxonomy have Multistructural and Unistructural levels. So each cognitive style of students gives the different results in solving problems.

Getting Beyond the First Result of Solving a Vehicle Routing Problem

The simple vehicle routing problem (VRP) is a common topic of discussion in introductory operations research/management science courses. The VRP can be framed in a variety of ways, and it can be difficult to solve to optimality. For solution purposes, introductory textbooks demonstrate how Excel’s Evolutionary Solver (ES) add-in produces a routing. The ES utilizes a genetic algorithm with a heuristic stopping rule to produce a routing that is not guaranteed to be optimal. Beyond pointing out that search controls, such as maximum execution time, may be extended and followed by restart(s) of ES, textbook treatments do not offer alternative ways to continue the search for a possibly better routing. In this paper, a suite of ways is presented in which students may investigate beyond what ES produces or any other optimality-uncertain VRP solution method. The suite includes perturbation methods and other ways that function within an Excel spreadsheet environment that is popular with students and textbook writers. Because there is no demonstrable feature that confirms optimality, the student problem Solver must settle for a ‘best found’ result as unsettling as it may be. The incertitude is addressed.