The Effect of Online Problem Posing on Students' Problem-Solving Abilitiy in Mathematics

Suarsana, I Made; Lestari, Ida Ayu Putu Diah; Mertasari, Ni Made Sri

doi:10.29333/iji.2019.12152a

Cited by 65 publications

(64 citation statements)

References 6 publications

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“…The positive level of knowledge and achievement of the students shows that the level of problem solving should be developed. Since collaboration has positive effects on students' problem-solving approaches (Birisci, 2017;Suarsana et al, 2019), problem-solving activities that they can collaborate can positively affect students' level of knowledge and sucess. Since problem solving skills (Latifah et al, 2019) and metacognitive awareness of procedural knowledge can be increased with the problem-based learning model (Kuvac and Koc, 2019), problem-based learning model can be used to develop positive knowledge levels.…”

Section: Discussionmentioning

confidence: 99%

Semiotic procedural knowledge model on solution of problems and problem-solving analysis

YÄ±lmaz¹

2020

Int. J. Educ. Admin. Pol. Stud.

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This study aims to use problem solving techniques in solving problems at different stages step by step. The theoretical and experimental semiotic model was developed by using the semiotic model method, which can be established with the relation of priority-recency, and an analysis of the problem solving skills of the students was made. Given that the procedural knowledge questions are used as the type of question to be applied in the development of the semiotic model, the model to be developed is called the semiotic procedural knowledge model. The experimental model will be established with the data collected from 34 science teacher candidates by means of using the qualitative method. Comparing the theoretical and experimental model, analyses will be made to compare the students' knowledge levels and success levels in the steps used correctly or incompletely in problem solutions. These analyses reflect students' ability to establish a relationship between scientific knowledge and technology.

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Section: Discussionmentioning

confidence: 99%

Semiotic procedural knowledge model on solution of problems and problem-solving analysis

YÄ±lmaz¹

2020

Int. J. Educ. Admin. Pol. Stud.

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“…The results of studies conducted by Temur (2018) with scenario-based teaching approach and by Keklik (2018) with creative drama method showed that lessons carried out with different methods improve students' problem solving skills. Suarsana, Lestari and Mertasari (2019) found that problem posing studies conducted in online environments are more effective in improving students' problem solving skills than traditional learning environments. " Karaaslan (2018) concluded that posing problems integrated into the courses can be effective in the improvement of students' mathematical knowledge and skills, developing the problem qualities, and the strategies they use."…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Problem Kurma Temelli Matematik Öğretiminin 4. Sınıf Öğrencilerinin Problem Çözme Becerilerine ve Üstbilişsel Farkındalık Düzeylerine Etkisi

Divrik¹

2020

TurkishStudies

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We encounter math at every stage of life and it has an unavoidable place for us. In this case, it is considered important to design different learning environments to learn math instead of avoiding it. The present study aims to investigate the effect of problem posing-based mathematics teaching on 4th-grade students' problem solving skills and metacognitive awareness levels. This study is a quasi-experimental study designed with the pretest-posttest control group experimental pattern. The study sample consisted of 53 fourth grade students, 26 of whom were in the experimental group and 27 in the control group. "Problem Solving Skills Test" and "Metacognitive Awareness Scale" were used to determine students' problem solving skills and metacognitive awareness levels. Independent samples t-test for intergroup comparisons and dependent samples t-test for intragroup comparisons were used in data analysis. According to the results of the data analysis, the problem posing-based teaching method applied to the experimental group was more effective in improving students' problem solving skills than the traditional mathematics teaching applied to the control group. In addition, the method applied to the experimental group was found to be effective in improving students' intragroup problem solving skills while the method applied to the control group students based on the existing curriculum was not able to be effective in improving those students' problem solving skills. When the metacognitive awareness levels of groups were examined, it was concluded that the method applied to the experimental group was not effective in improving students' metacognitive awareness compared to the method applied in the control group. Moreover, when the intragroup results were examined, it was seen that the problem posing-based teaching did not cause a significant difference in improving students' awareness though the posttest scores of the experimental group increased in comparision to its pretest scores. Similarly, no significant difference was observed in students' awareness in the lessons conducted according to the existing curriculum when the the pretest and posttest scores of the control group were compared.

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“…If the students' curiosity is less developed, it is difficult for them to search and investigate systematically, critically, logically, and analytically, as well as to formulate their findings. This is by research conducted by Dwijayanti which states that the provision of problems can affect the improvement of HOTS abilities including the ability to think critically and creatively (Hipziyah, 2014;Dwijayanti, 2016;Octaria, 2018;Hoe & Chun, 2018;Suarsana, 2019).…”

Section: 336mentioning

confidence: 99%

“…Octaria (2018) concludes that the inquiry approach with the process-oriented guided-inquiry learning (POGIL) model was effective in increasing students' critical thinking skills. Hoe & Chun (2018) and Suarsana (2019) examine the effects of problem-posing and problem-solving on creativity using a problem approach based on the investigation. The results show a significant effect of the application of the model on the students' ability and creativity.…”

Section: Introductionmentioning

confidence: 99%

Meta-Analysis: the Effect of Problem Approach and Inquiry Approach Toward Students’ Mathematical Critical Thinking Skill Over the Past 4 Years

Dwijayanti

Nugroho

Pratiwi

2020

ajpm

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Several studies have been conducted to improve the critical-thinking ability through various models, including problem approach and inquiry approach. The purpose of this study is to analyze which model is the most influential to improve students' critical-thinking skills in the last 4 years of research. This type of research is a mixed-method (quantitative-qualitative which, involved 230 students in the classroom with the problem approach and 263 students with the inquiry approach. The data collection technique used was the documentation of research reports. The data analysis used was meta-analysis through effect size calculation and Z-test. The result shows that the problem approach has a greater influence on students' critical thinking skills than the inquiry approach. This is indicated by the average values of the effect size and Z-test respectively 0.9685 and 83.122 for the problem approach and 0.7207 and 77.162 for the inquiry approach.

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The Effect of Online Problem Posing on Students' Problem-Solving Abilitiy in Mathematics

Cited by 65 publications

References 6 publications

Semiotic procedural knowledge model on solution of problems and problem-solving analysis

Semiotic procedural knowledge model on solution of problems and problem-solving analysis

Problem Kurma Temelli Matematik Öğretiminin 4. Sınıf Öğrencilerinin Problem Çözme Becerilerine ve Üstbilişsel Farkındalık Düzeylerine Etkisi

Meta-Analysis: the Effect of Problem Approach and Inquiry Approach Toward Students’ Mathematical Critical Thinking Skill Over the Past 4 Years

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