Solving Complex Problems with Help of Experiential Learning

Bernik, Mojca; Žnidaršič, Jasmina

doi:10.2478/v10051-012-0012-6

Cited by 7 publications

(6 citation statements)

References 15 publications

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“…Learners participate in a concrete experience (do), reflect on that experience and other information (reflect), develop theories based on experiences and knowledge (think), and formulate a conclusion or solve a problem (apply). It is important to emphasize the role of experience in solving problems (Bernik & Žnidaršič, 2012). The students are mainly believed that experiences are sources of their knowledge to analyze and solve problems through the combination International Journal of Instruction, January 2020 • Vol.13, No.1 of theories and practices (Hawtry, 2007;Brickner & Etter, 2008;Bernik & Žnidaršič, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…It is important to emphasize the role of experience in solving problems (Bernik & Žnidaršič, 2012). The students are mainly believed that experiences are sources of their knowledge to analyze and solve problems through the combination International Journal of Instruction, January 2020 • Vol.13, No.1 of theories and practices (Hawtry, 2007;Brickner & Etter, 2008;Bernik & Žnidaršič, 2012). Learning result was taken from not only textbooks or teachers, but also synergetic transaction between person and environment.…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Experiential Learning and Adversity Quotient on Problem Solving Ability

Hulaikah¹,

Degeng²,

Sulton³

et al. 2020

INT J INSTRUCTION

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This study examined the effect of experiential learning and the adversity quotient in the problem-solving ability of accounting vocational college students. The subjects were 120 participants selected and assigned to control and experimental groups. The experimental group was given experiential learning with four steps. Learners participated in a concrete experience (do), reflected on that experience and other information (reflect), developed theories based on experiences and knowledge (think), and formulated a conclusion or solved a problem (apply). The control group was given direct instruction to learning. The data were collected through two instruments, a questionnaire of Student Adversity Quotient Profile (SAQP) and rubrics of problem-solving by Polya. The data were analyzed by using two ways ANOVA, the results were the problem-solving ability of students taught by experiential learning was different from the ones taught by direct instruction, the students' problem-solving ability differed between high and low adversity quotients, and there were interactions between experiential learning and adversity quotients that improved students' problem-solving ability. The steps in experiential learning are a holistic learning process.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effect of Experiential Learning and Adversity Quotient on Problem Solving Ability

Hulaikah¹,

Degeng²,

Sulton³

et al. 2020

INT J INSTRUCTION

View full text Add to dashboard Cite

show abstract

“…Experiential learning improves performance, positive attitudes and learning through experience. Experiential learning can facilitate students to make connections between theory and real-world applications, increase motivation, participate in concrete experiences (do), reflect on experiences, develop theories based on experience and knowledge (think), formulate conclusions, solve a problem (Bernik & Znidarsic , 2012).…”

Section: Findings and Discussionmentioning

confidence: 99%

Experiential Learning to Improve Vocational Life Skill Disabilities in Inclusive Schools

Widajati,

Mahmudah,

Ekasari

et al. 2023

Advances in Social Science, Education and Humanities Research

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Experiential learning provides opportunities for individuals with disabilities to learn from experience including the link between doing and thinking, actively thinking about what is learned and applying what has been learned in real contexts or other (new) contexts related to vocational life skills independently according to their potential and disability needs. This study aims to analyze the increase in the results of vocational learning life skills with disabilities after applying experiential learning. The research subjects were students with disabilities at the Surabaya Inclusion Vocational High School. Data collection uses a test of vocational life skills learning outcomes. Data were analyzed using non-parametric statistical Wilcoxon test. The results of data analysis show Zcount 2,80 > Ztable 1.96, this means that experiential learning has an effect on the learning outcomes of vocational life skills with disabilities. The results of vocational life skills learning increased after learning with experiential learning compared to before applying experiential learning

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“…This process will facilitate students in making connections between the concept of Watershed Conservation material and the real world. This experience will be a source of student knowledge to analyze and solve problems in the Brantas watershed through theory and practice [52]. In addition, observation and experiment activities will provide a deep understanding and allow students to prove the answers that have been formulated previously, both with small groups and large groups [53].…”

Section: The Effect Of Collaborative Creativity Learning Models On Pr...mentioning

confidence: 98%

Collaborative Creativity Learning: Analyzing Scientific Creativity and Problem Solving Watershed Conservation Studies in Learning Geography

Syaibana¹,

Putra²,

Suharto³

et al. 2022

Advances in Social Science, Education and Humanities Research

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Scientific creativity skills (SCS) and problem-solving abilities (PSA) are benchmarks in assessing a person's quality in learning 21. SCS and PSA need to be possessed by every student. They can be developed by implementing a model of collaborative creativity learning (CCL) because it can train students in exploring ideas related to problems of geographical phenomena and encourage the active role of students in mastering concepts and analyzing a problem. CCL learning needs to be explored regarding its influence on Scientific Creativity and Problem Solving which is closely related to collaborative learning. This study aimed to determine the effect of the CCL model on the SCS and PSA of high school geography students. The research design in this study used a quasi-experimental study with a post-test only control group and Man Whitney U test, and an Independent-sample T test as data analysis. The research subjects used were class X Social Science-1 and X Social Science-2 as an experimental group using the CCL model, while class X Social Science-3 as a control group using a conventional learning model. The results showed a significant effect from applying the CCL Model on SCS and PSA with a significant score of 0.001 < 0.05. This study proves that applying the CCL Model can develop SCS and PSA.

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Solving Complex Problems with Help of Experiential Learning

Cited by 7 publications

References 15 publications

The Effect of Experiential Learning and Adversity Quotient on Problem Solving Ability

The Effect of Experiential Learning and Adversity Quotient on Problem Solving Ability

Experiential Learning to Improve Vocational Life Skill Disabilities in Inclusive Schools

Collaborative Creativity Learning: Analyzing Scientific Creativity and Problem Solving Watershed Conservation Studies in Learning Geography

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