An Integration of "Online Interactive Apps" for Learning Application of Graph Theory to Enhance Creative Problem Solving of Mathematics Students

Wahyuningsih, Sapti; Satyananda, Darmawan; Qohar, Abd.; Atan, Noor Azean

doi:10.3991/ijim.v14i12.15583

Cited by 7 publications

(3 citation statements)

References 34 publications

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“…Prior studies have indicated that mobile applications are an effective tool for promoting students' creative thinking. For instance, [19] found that the application of interactive apps in mathematics courses enhanced students' creative problem-solving abilities. Similarly, integrating mobile applications into realistic mathematics is effective in enhancing learners' creative thinking ability [20].…”

Section: Mobile Application and Creative Thinkingmentioning

confidence: 99%

Designing a Constructivist Mobile Application to Foster Creative Thinking in Undergraduate Students: Development and Evaluation

Jarutkamolpong,

Kwangmuang,

Nguyen

et al. 2023

Preprint

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Seamless usage of mobile applications in promoting individual learners’ creativity and facilitating their personal learning activities is increasingly acknowledged. This research aimed to design and develop a mobile application based on a constructivist learning environment to enhance creative thinking for undergraduate students. The re- search was conducted in two phases: (1) designing the elements of mobile applications by gathering input from 28 undergraduate students and nine experts through interviews and surveys and (2) assessing the effectiveness of mobile applications on students’ creative thinking through tests and interviews. The results revealed that the development of mobile applications consisted of six components, namely, 1) problem base; 2) learning resources; 3) scaffolding; 4) center for collaborative learning; 5) coach; and 6) creative thinking center. Through the proficient utilization of mobile applications, learners engage in immersive experiences and practical exercises that bolster their creative thinking capabilities within their academic interest. Students showed notable improvements in their average creative thinking scores after using the extensive mobile application, demonstrating the application’s powerful effectiveness. Future research endeavors should prioritize augmenting the sample size and delving into precise metrics to appraise creative thinking, thus strengthening the robustness of the findings.

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Section: Mobile Application and Creative Thinkingmentioning

confidence: 99%

Designing a Constructivist Mobile Application to Foster Creative Thinking in Undergraduate Students: Development and Evaluation

Jarutkamolpong,

Kwangmuang,

Nguyen

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…This is due to universities being at the academic levels that are most ready to implement information technology comprehensively (Prasetya et al, 2020). The research results (Kashefi et al, 2011;Kashefi, Ismail and Yusof, 2012;Lim and Han, 2020;Wahyuningsih et al, 2020) reported that the CPS process through a blended learning context could increase active student involvement in the learning process. The results of this study illustrate that the CPS method in the context of blended learning can be a learning model that lecturers can use to promote student learning outcomes for prospective teachers.…”

Section: Introductionmentioning

confidence: 99%

Creative Problem Solving Process Instructional Design in the Context of Blended Learning in Higher Education

Nurrijal

Setyosari

Kuswandi

et al. 2023

EJEL

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The Creative Problem Solving (CPS) process is a conceptual model that focuses on using higher-order thinking skills in order to overcome authentic problems during learning. The CPS process offers a structured methodology to enhance every learner's solid critical, creative, and innovative thinking skill. The application of the CPS method has been growing, including its implementation in the blended learning environment in universities. However, its application still requires a strategic framework that is by the blended learning conceptual model to facilitate the CPS process. Properly organized instructional design is an important element in maintaining the success of the CPS process in blended learning to encourage and promote learner creativity to solve problems. The application of the CPS method in the context of blended learning is integrated through synchronous and asynchronous patterns facilitated by the Moodle LMS-based e-Learning facility. This research aims to produce a CPS process instructional design in a blended learning context that is valid, practical, and effective and can systematically guide instructors or lecturers in facilitating students to be skilled in critical thinking and creative thinking in problem-solving processes. This development process is based on the incorporation of ideas related to the conceptual model of blended learning with the principles of the CPS process design strategy that has been developed. Instructional design was developed by applying the Research and Development (R&D) method, which implements several stages between Analysis, Design, Development, Implementation, and Evaluation. The validity of the resulting model product was measured using a validation sheet of learning design experts, learning technology, media, materials, and linguists with the title of professor. Questionnaire responses from lecturers and students measured the product's practicality, and the product's effectiveness was measured by conducting testing of critical and creative thinking skills. The research data were analyzed using descriptive statistics to provide a quality score on the resulting instructional design. Based on the results of the study, it can be concluded that this learning design is valid, practical, and effective in improving the thinking skills of prospective teacher students. This proves that the instructional design developed has the feasibility to be used in learning, which can effectively improve the creative problem-solving process in the context of blended learning.

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“…Model CPS menerapkan proses pengembangan kreativitas dan inovasi terhadap solusi yang dapat memecahkan permasalahan (Kapoor et al, 2020). Tahapan pada model CPS mendukung terhadap pemecahan masalah ketika proses pembelajaran praktik (Wahyuningsih et al, 2020) karena adanya proses pendekatan atau metode untuk menangani masalah secara imajinatif agar dapat menghasilkan suatu tindakan efektif dan efisien (Sulaeman et al, 2021); (Harefa et al, 2020). Sehingga model pembelajaran CPS yang berbasis pemecahan masalah pada langkah-langkahnya sesuai dengan karakteristik pembelajaran instalasi motor listrik yang menerapkan pembelajaran teori (pengetahuan) serta praktik (sikap dan keterampilan).…”

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Perbandingan Penerapan CBL Dipadu Strategi Sl Dengan CPS Dipadu Strategi Sl Pengaruhnya Terhadap Hasil Belajar Iml Pada Siswa Kelas Xi Titl Di SMK

Rusma

Putro

Putranto

2022

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Kurangnya minat belajar menjadi salah satu faktor rendahnya hasil belajar siswa SMK. Hal ini menjadi permasalahan dalam proses pembelajaran dikarenakan guru belum menggunakan model dan strategi pembelajaran yang efektif. Tujuan penelitian ini adalah untuk mengetahui perbedaan rata-rata hasil belajar pengetahuan, sikap dan keterampilan instalasi motor listrik karena pengaruh penerapan Challenge Based Learning yang dipadu strategi Scaffolding Learning dengan Creative Problem Solving yang dipadu strategi Scaffolding Learning pada kelas XI TITL SMK. Jenis penelitian ini merupakan penelitian quasi eksperimen dengan pretest dan posttest design. Variabel bebas pada penelitian ini adalah model pembelajaran Challenge Based Learning yang dipadu strategi Scaffolding Learning dan Creative Problem Solving yang dipadu strategi Scaffolding Learning. Variabel terikat yang digunakan adalah Hasil Belajar Instalasi Motor Listrik dengan subjek penelitian kelas XI TITL A dan TITL B SMK sebanyak 35 siswa. Hasil uji-T menunjukkan bahwa hasil belajar pengetahuan instalasi motor listrik memperoleh nilai 0,042. Kemudian hasil uji-t sikap dan keterampilan memperoleh nilai 0,031. Berdasarkan hasil tersebut maka keduanya diartikan terdapat signifikan perbedaan dari penerapan kedua model yang dipadu strategi.

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An Integration of "Online Interactive Apps" for Learning Application of Graph Theory to Enhance Creative Problem Solving of Mathematics Students

Cited by 7 publications

References 34 publications

Designing a Constructivist Mobile Application to Foster Creative Thinking in Undergraduate Students: Development and Evaluation

Designing a Constructivist Mobile Application to Foster Creative Thinking in Undergraduate Students: Development and Evaluation

Creative Problem Solving Process Instructional Design in the Context of Blended Learning in Higher Education

Perbandingan Penerapan CBL Dipadu Strategi Sl Dengan CPS Dipadu Strategi Sl Pengaruhnya Terhadap Hasil Belajar Iml Pada Siswa Kelas Xi Titl Di SMK

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