Combinatorial thinking and creativity skills in solving a colored-square paving decoration problem

Hussen, Saddam; Dafik, Dafik; Monalisa, L. A.; Murtikusuma, Randi Pratama; Oktavianingtyas, Ervin

doi:10.1088/1742-6596/1211/1/012062

Cited by 4 publications

(4 citation statements)

References 9 publications

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“…STEM is a combination of several disciplines and one of the important components to the learning experience is integrating learning models with STEM approaches (Hussen, 2019). STEM can be seen as an instructional approach with its disciplinary content being a group of sciences i.e.…”

Section: Introductionmentioning

confidence: 99%

Development of RBL-STEM Learning Tools to Improve Students’ Computational Thinking Skills Solving Rainbow Antimagic Coloring Problems and Their Application to Traffic Flow Problems with Spatial Temporal Graph Neural Network

Mursyidah¹

2023

ijcsrr

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Computational thinking is thinking process that is needed in formulating problems and solutions, so that these solutions can be effective information processing agents in solving problems. Indicators of computational thinking consist of problem decomposition, algorithmic thinking, pattern recognition, abstraction and generalization. To improve higher-order thinking skills, we apply RBL learning integrated with STEM approach. To improve students’ thinking skills, it is necessary to develop tools that support the success of learning activities. The learning tools that have been developed meet the criteria of valid, practical, and effective. The validity scores obtained by each device are 3.5 for the face-to-face plan, 3.41 for the student worksheet, and 3.56 for the learning outcomes test. The observation result of the learning implementation score was 3.8 with a percentage of 95%. There were 23 students who completed or around 88,46%, percentage of average score of student activities was 94.17%, and as many as 94.47% of students gave a positive response.

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Section: Introductionmentioning

confidence: 99%

Development of RBL-STEM Learning Tools to Improve Students’ Computational Thinking Skills Solving Rainbow Antimagic Coloring Problems and Their Application to Traffic Flow Problems with Spatial Temporal Graph Neural Network

Mursyidah¹

2023

ijcsrr

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Section: Introductionmentioning

confidence: 99%

“…The skill of creativity itself relates to the skill to find the idea/innovation through observation of a condition/problem [5,6,7]. The students' creativity skills in learning mathematics were more concentrate on creative thinking skills [6,8]. In line with this statement, the students were also required to explain how creative reasoning is when he solves the problem [9,10].…”

Section: Introductionmentioning

confidence: 99%

The Creativity Skills of Auditory, Visual, and Kinesthetic Learners in Solving Cube and Cuboid Problems

A'yun

Juniati

Ismail

2021

J. Ris. Pendidik. Inov. Pembelajaran Mat.

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study aims to describe the creativity skills of Junior High School students in solving cube and cuboid problems based on student learning styles. The research instruments used were creativity skills tests, a learning style questionnaire, and interviews. As many as three seventh graders who have different learning styles: visual, auditory, and kinesthetic, working on a cuboid/cube problem. Their performances on such a problem were then assessed regarding fluency, flexibility, and novelty. The results showed that the visual learner produced two different solutions with two different methods/strategies and completed his solution by providing a lot of illustrations/representations although they could not be categorized as novelty solutions. Meanwhile, the auditory learner provided two different solutions with two different methods/strategies. More particularly, he determined the appropriate size and found a suitable size by using a three-variable linear equation for the cube and cuboid problem although he produced some mistakes and uncompleted on the work procedures. Lastly, the kinesthetic learner provided two different solutions with one method/strategy, such as by directly determining the various correct sizes for the problem-solution although the answers could not be categorized novelty for creativity skill. Further studies are suggested to involve more participants to get a wider insight on the students’ creativity for different learning styles.

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“…In this research, we use the RBL model integrated with STEM activity for Science, Technology, Engineering and Mathematics (STEM ) to improve students' Comb inatorial Thinking Skills. This is because there are still many students who have a good scientific foundation but are lacking in applying their knowledge [7]. STEM is a combination of several scientific d isciplines, and on the other side, interacting with STEM is an important component for learning experience [8].…”

Section: Introductionmentioning

confidence: 99%

Report and Recommendation of Implementation Research-Based Learning in Improving Combinatorial Thinking Skills embedded in STEM Parachute Design Activities Assisted by CCR (Cloud Classroom)

Ridlo¹,

Dafik²,

Nugroho³

2020

ujer

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The research aims to compare the advanced class (experimental class) and traditional class with the traditional teaching method. This research is concerned with STEM activity in parachute design. The experiment class applies research-based learning methods integrated with Cloud Classroom (CCR), and the Traditional class is taught using conventional teacher talk or exp lanation. This research used triangulation methods , quantitative, and qualitative methods. The data analysis of the post-test indicated a value of sig (2-tailed) 0.00 where p≤0.05, wh ich implied the student achievement on combinatorial thinking skills criteria in the experimental class was better than that in the control class. The combinatorial thinking skills in experimental class after imp lementation of RBL was that 16% student were categorized in a low level of combinatorial thinking skills, 39% in med iu m level and 45% of the student was at the high level of comb inatorial thinking skills. The activity of students in the experimental class reached 35 % as the highest activity for very active activity, 27 % active, hesitate 27 %, inactive 6 %, and very inactive 5 %. Based on this result, the imp lementation of research-based learning integrated with CCR is proven effective in imp roving student Comb inatorial Thinking skills in STEM activity for parachute design.

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Combinatorial thinking and creativity skills in solving a colored-square paving decoration problem

Cited by 4 publications

References 9 publications

Development of RBL-STEM Learning Tools to Improve Students’ Computational Thinking Skills Solving Rainbow Antimagic Coloring Problems and Their Application to Traffic Flow Problems with Spatial Temporal Graph Neural Network

Development of RBL-STEM Learning Tools to Improve Students’ Computational Thinking Skills Solving Rainbow Antimagic Coloring Problems and Their Application to Traffic Flow Problems with Spatial Temporal Graph Neural Network

The Creativity Skills of Auditory, Visual, and Kinesthetic Learners in Solving Cube and Cuboid Problems

Report and Recommendation of Implementation Research-Based Learning in Improving Combinatorial Thinking Skills embedded in STEM Parachute Design Activities Assisted by CCR (Cloud Classroom)

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