The Effect of Problem-Based Learning Strategies and Cognitive Styles on Junior High School Students' Problem-Solving Abilities

Surur, Miftahus; Degeng, I Nyoman Sudana; Setyosari, Punaji; Kuswandi, Dedi

doi:10.29333/iji.2020.1343a

Cited by 27 publications

(24 citation statements)

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“…Learning strategies are special patterns or combinations of various learning activities carried out by teachers and students to achieve goals which are an important component in the success of learning (Dumford et al, 2016;Surur et al, 2020). When discussing the problem of action and a series of activities, there is the potential for variations to arise in the series of activities.…”

Section: Introductionmentioning

confidence: 99%

How elementary school teachers organized online learning during the Covid-19 Pandemic?

Herwin

Hastomo

Saptono

et al. 2021

WJET

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This study aims to analyze the organization of online learning from teachers during the Covid-19 pandemic. This research is a qualitative research with a phenomenological approach. The research subjects were elementary school teachers. Data were collected through interviews and documentation. Data analysis is done through data condensation, data presentation and verification. The results show that online learning is based on a simplified curriculum with the selection of essential competencies that are considered very important to be conveyed to students. The lesson plans are arranged in a simpler way with sections that always appear, namely learning objectives, learning activities and assessments. Synchronous learning relies more on Zoom. Asynchronous learning variations are carried out with Google Classroom to form independent and student-centered learning. Strengthening student understanding is done by providing feedback through the WhatsApp application because it is considered more flexible, responds quickly, is simple and easy to run on students' smartphones. Keywords: Covid-19 Pandemic, elementary school, online learning

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Section: Introductionmentioning

confidence: 99%

How elementary school teachers organized online learning during the Covid-19 Pandemic?

Herwin

Hastomo

Saptono

et al. 2021

WJET

View full text Add to dashboard Cite

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“…Therefore, in the context of this study, it can be argued that these skills are responsible for promoting the problem-solving abilities of students. This is a view shared by Surur et al (2020) who stated that PBL strategy has a significant influence on students' problem-solving abilities and this could be due to those accompanying skills. This gave the students an opportunity in constructing and using knowledge as a means of finding solutions to problems in a collaborative learning environment (Mustofa & Hidayah, 2020).…”

Section: Discussionmentioning

confidence: 88%

Promoting Problem-Solving Skills among Secondary Science Students through Problem Based Learning

Magaji¹

2021

INT J INSTRUCTION

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This research was informed by a constructivist approach to learning, with a focus on answering the research question: what skills can science teachers promote and encourage among students through designing and implementing problem-based learning in their classrooms? The research was carried out in a co-education secondary school in England and involved fifty-two Key Stage 3 students (second year of secondary education), aged 13 years old. It utilized a theoretical framework of the 3C3R model (3C-content, context, and connection, and 3R-researching, reasoning, and reflecting) in problem-based learning (PBL). Data were collected through lesson observations, interviews, and focus groups. It was analyzed using thematic analysis and the recurrent themes were coded by creating relationships and links to the problem-solving skills promoted by PBL. The study found that the application of prior knowledge, collaborative learning, modeling and eliciting feedback were the skills promoted by PBL and these are valuable in problemsolving. However, collaborative learning was the dominant skill promoted by PBL. Teachers' pedagogical knowledge and the time students spent researching were limiting factors in promoting problem-based learning, thereby suggesting the need for continuing professional development for teachers and further integration of blended PBL to maximize learning time.

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“…Ability to make implications from available information (Ferrándiz et al, 2017;Pratomo et al, 2019;S. Saleh, 2019;Surur et al, 2020;Wang, 2017);…”

Section: Methodsmentioning

confidence: 99%

“…It is one factor that affects a person's ability to think at a higher level (H. . Divergent thinking is a person's ability to create new ideas or ideas in the form of alternative solutions that are different from previous ways, to solve a particular problem (Surur et al, 2020).…”

Section: Nomentioning

confidence: 99%

Relationship between Divergent Thinking and Digital Literacy on Teacher Ability to Develop HOTS Assessment

Widana¹,

Ratnaya²

2021

JERE

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Advances in information technology bring changes in various areas of life. The changes that occur should be addressed wisely so that advances in information technology positively impact human life. The world community is currently facing a new era that is more advanced, faster, information that is increasingly difficult to filter, and increasingly open competition. The low ability of high/vocational school mathematics teachers to develop HOTS assessments is a serious problem that must be immediately found a solution to be able to increase student competitiveness in the 21st century. This study aims to analyze the relationship between divergent thinking and the ability of teachers to develop HOTS assessments, the relationship between digital literacy and teachers' abilities to develop HOTS assessments, and the relationship between divergent thinking and digital literacy with teachers' abilities to develop HOTS assessments. This research is a quantitative non-causal survey method. The research design used a correlational regression model. The study population was high school/vocational high school mathematics teachers in Bali, NTB, and NTT. The sample selection used the cluster random sampling technique. Research data were collected using a questionnaire. Data were analyzed using multiple linear regression assisted by SPSS 23.0 for Windows. The results show a significant positive relationship between divergent thinking and the ability of teachers to develop HOTS assessments. There is a significant positive relationship between digital literacy and teachers' abilities to develop HOTS assessments. There is a significant positive relationship between divergent thinking and digital literacy and the teacher's ability to develop a HOTS assessment.

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The Effect of Problem-Based Learning Strategies and Cognitive Styles on Junior High School Students' Problem-Solving Abilities

Cited by 27 publications

References 0 publications

How elementary school teachers organized online learning during the Covid-19 Pandemic?

How elementary school teachers organized online learning during the Covid-19 Pandemic?

Promoting Problem-Solving Skills among Secondary Science Students through Problem Based Learning

Relationship between Divergent Thinking and Digital Literacy on Teacher Ability to Develop HOTS Assessment

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