New Ideas on the Design of the Web-Based Learning System Oriented to Problem Solving From the Perspective of Question Chain and Learning Community

Zhang, Yin; Chu, Skw

doi:10.19173/irrodl.v17i3.2115

Cited by 5 publications

(3 citation statements)

References 35 publications

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“…Slow-learner students can be defined as students with special needs in which they do not get appropriate learning based on their abilities (Chauhan, 2011;Muppudathi et al, 2014). Problem solving skills are the ability to analyze and to decide the strategy of solving mathematics in order to find best solution appropriately (Khazaal, 2015;Mwei, 2017;Zhang & Chu, 2016). There are four steps that students must take when they solving problems (Chauhan, 2011;Dasaradhi et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Peer Tutoring with Realistic Mathematics Education in Inclusive Class to Improve Problem-Solving Skills

Putranto

Marsigit

Ratnasari

2022

JERE

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Many teachers are unprepared to teach special-needs students in inclusive classes. In addition, methods and approaches related to the effectiveness of learning mathematics in inclusive classes have not been explored, especially those related to problem-solving skills. This study aims to analyze the effectiveness of the peer tutoring method with the Realistic Mathematics Education approach to the problem-solving skills of slow learners and inclusive class students. This type of research is a quasi-experimental design with a Group Pretest-Posttest design. The sample of this study was selected by saturated sampling consisting of 31 slow learners and 62 regular students spread over three inclusive classes. Determination of slow learners is based on the results of intelligence tests and student learning outcomes. The instrument used to measure problem-solving skills is an essay in the form of a pretest and posttest. The data analysis technique is descriptive qualitative, quantitative, and inferential analysis. The results showed that the average post-test score was higher than the average pretest score based on problem-solving skills, more than 75% of all students. Get a score higher than the minimum achievement criteria. It shows that the peer tutoring method with the Realistic Mathematics Education approach is effectively applied in inclusive classes for slow learners and general students regarding problem-solving skills.

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Section: Introductionmentioning

confidence: 99%

Peer Tutoring with Realistic Mathematics Education in Inclusive Class to Improve Problem-Solving Skills

Putranto

Marsigit

Ratnasari

2022

JERE

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“…Many countries are eager to cultivate creative new generations and promote the development of local business and humanistic technological education. It has become a national platform for the new generations of international technological art (Zhang and Chu, 2016). In particular, the traditional productivity-oriented competition model is slowly being transformed to creativityoriented industries.…”

Section: Introductionmentioning

confidence: 99%

Effects of Online Problem-Solving Instruction and Identification Attitude Toward Instructional Strategies on Students' Creativity

Wang

2021

Front. Psychol.

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Problem-solving ability is an essential part of daily life. Thus, curiosity and a thirst for knowledge should be cultivated in students to help them develop problem solving and independent thinking skills. Along with positive attitudes and an active disposition, these abilities are needed to solve problems throughout the lifespan and develop -confidence. To achieve educational objectives in the context of globalization, creative ability is necessary for generating competitive advantages. Therefore, creative thinking, critical thinking, and problem-solving ability are important basic competencies needed for future world citizens. Creativity should also be integrated into subject teaching to cultivate students' lifelong learning and a creative attitude toward life. A questionnaire was distributed to 420 students in colleges and universities in Fujian, China. After removing invalid and incomplete responses, 363 copies were found to be valid yielding a response rate of 86%. Findings indicate that the new generation requires high levels of support to develop creativity and integrate diverse subjects such as nature, humanities, and technology. A rich imagination is needed to root creativity in the new generation.

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“…The development of problem-based technology-based learning media in general only emphasises technology and ignores Problem-based learning research itself, especially the learning mechanism related to problem-solving [19]. The use of problem-based learning models based on websites is more effective than Content-based learning, where students have a more positive response to increased knowledge by using website-based problem-based learning models [20].…”

Section: Introductionmentioning

confidence: 99%

Development of Physics Learning Media Based on Website with Problem-Based Learning Model

Sudarma¹,

Tanjung²,

Purwanto³

2019

Proceedings of the Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2

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This study aims to develop a web-based physics learning media with the Problem Based Learning (PBL) model in the Basic Physics course I and to find out how effective the web-based learning media are with the Problem Based Learning model in Basic Physics I. This research is a Research and Development with a development model from Borg & Gall. The results of the material validator were 80.5% of the content quality, aspects of material language usage 83%, the visual appearance of material 85%, Sound Aspects of the Material 83%, Ease of use of material 90%, 84% Problem-Based Learning Model with eligibility criteria 84, 3%. The assessment category is "very feasible", this means that website-based physics learning media with the Problem Based Learning model are by the learning material and are suitable for use in learning. The results of the media validator are 86% media effectiveness and efficiency, reliable from the media 83%, Media content is 87%, Ease of media use is 85%, Accuracy of 85% authoring tools, Media compatibility 83%, Media Integration 85%, Media documentation 82%, Media consistency 80%, with media eligibility criteria of 84%. The assessment category is "very feasible", product trials include small groups and field trials on Problem Bases Learning-based website learning media obtained that the learning media is feasible to use with details of the results of small group trials conducted obtained at 86%. Based on the results of field trials conducted obtained by 89%. It means that the website-based physics learning media with the Problem Based Learning model is by the learning media and is suitable for use in learning.

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New Ideas on the Design of the Web-Based Learning System Oriented to Problem Solving From the Perspective of Question Chain and Learning Community

Cited by 5 publications

References 35 publications

Peer Tutoring with Realistic Mathematics Education in Inclusive Class to Improve Problem-Solving Skills

Peer Tutoring with Realistic Mathematics Education in Inclusive Class to Improve Problem-Solving Skills

Effects of Online Problem-Solving Instruction and Identification Attitude Toward Instructional Strategies on Students' Creativity

Development of Physics Learning Media Based on Website with Problem-Based Learning Model

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