Conceptual and Procedural Knowledge in Problem Solving

Surif, Johari; Ibrahim, Nor Hasniza; Mokhtar, Mahani

doi:10.1016/j.sbspro.2012.09.671

Cited by 41 publications

(32 citation statements)

References 10 publications

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“…Problem solving activity can opened opportunities for students to learn freely. The benefits of problem solving as educational tool has long been known, appreciating the skills, techniques and procedures required for effective problem solving have not been adequately taught specifically [14].…”

Section: B Discussionmentioning

confidence: 99%

Design and Validation of Teaching Instruments Oriented Problem Solving to Train Studentsr Metacognitive Skills

Soffa¹,

Poedjiastoeti²,

Setoarso³

2018

Proceedings of the Seminar Nasional Kimia - National Seminar on Chemistry (SNK 2018)

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This research aims to develop a valid teaching instrument. The developed teaching instruments oriented problem solving to train students' metacognitive skills at acid base titration topic. The specifications of instruments included the syllabus, lesson plans, student worksheets, and tests. The problem-solving model have four steps. The steps as followed understand the problem, devise a plan, carry out the plan, and look back. The indicators metacognitive skills namely planning, monitoring, and evaluating. Research design of teaching instruments used Research and Development design (R&D) from Sukmadinata. Validation data were obtained from experts assessment used validity instrument. The data were analysed using Likert scale. Based on the expert assessment, the teaching instruments were developed valid, reliable and can be used in learning with little revision.

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Section: B Discussionmentioning

confidence: 99%

Design and Validation of Teaching Instruments Oriented Problem Solving to Train Studentsr Metacognitive Skills

Soffa¹,

Poedjiastoeti²,

Setoarso³

2018

Proceedings of the Seminar Nasional Kimia - National Seminar on Chemistry (SNK 2018)

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“…This research is descriptive research using a quantitative approach. The quantitative approach used in the study is analyzing which focuses on numeric data which is processed using statistical techniques (Sugiyono, 2015) [10]. This descriptive research uses instruments that are developed based on the stages of problem solving ability according to Mourtos et.al.…”

Section: Methodsmentioning

confidence: 99%

Profile Analysis of Students' Problem Solving Ability in Learning Biology in Surakarta State High School

Cahaya¹,

Ashadi²,

Karyanto³

2018

Proceedings of the 5th Asia Pasific Education Conference (AECON 2018)

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This study was aimed to analyze the problem solving ability of high school students in biology learning. The method used was descriptive-quantitative. Data collection techniques used was problem solving essay test. The subjects were high school students grade XI in Surakarta which are divided into A category (high class) and B category (low grade). Based on the analysis, it can be known that the achievement of problem solving abilities in grade XI, A category includes: define the problem (41.67%), examine the problem (40%), plan the solutions (18.39%), implement plans that has been made (34.76 %) and evaluate (42.20%); while B category: define the problem (46.35%), examine the problem (33.89%), plan the solutions (15.78%), implement plans that have been made (20%) and evaluate (33.33%). The lowest percentage in both categories is found in planning solutions and evaluating. Based on the results, the average problem solving ability in A category is 35.40%, and B category is 29.87%. Based on the data, it can be concluded that students' problem solving abilities in A category and B category were still low. This ability can be improved by doing learning oriented to problem solving and familiarizing the students to solve problems in accordance with the stages of problem solving.

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“…Hal ini menurut Taale, (2011) berarti juga melatih peserta didik untuk berpikir tingkat tinggi, karena pemecahan masalah adalah salah satu cara yang terbaik untuk melibatkan peserta didik dalam operasi berpikir analisis, sintesis, kompleks, dan evaluasi yang dianggap sebagai keterampilan kognitif tingkat tinggi, sehingga menambah pengetahuan peserta didik tentang bagaimana metode pemecahan masalah secara efektif dapat digunakan untuk meningkatkan pemahaman peserta didik (Aini, 2019). Selain itu, dengan mengembangkan pola pikir pemecahan masalah secara terstruktur berdasarkan model Polya, peserta didik menjadi lebih bebas dalam mengem-bangkan ide dalam penjelajahan masalah, sesuai dengan yang disebutkan oleh Surif, Ibrahim, & Mokhtar (2012).…”

Section: Prosesunclassified

Analisis Kemampuan Pemecahan Masalah Peserta didik Berdasarkan Strategi Polya pada Model Pembelajaran Problem Based Learning Berbasis Hands On Activity

Pramesti

Rini

2019

Jour. Mediv. Veter. Semar.

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ABSTRAKStrategi pembelajaran yang digunakan dalam proses pembelajaran kurang membangun kemampuan pemecahan masalah matematika peserta didik sehingga menyebabkan peserta didik mengalami kesulitan dalam pemecahan masalah matematika. Proses pembelajaran dapat diperbaiki dengan menerapkan model Problem Based Learning. Kegiatan peserta didik dalam model pembelajaran tersebut diharapkan dapat berlangsung optimal manakala dilengkapi dengan hands on activity. Tujuan penelitian ini adalah untuk mengetahui mana yang lebih baik antara kemampuan pemecahan masalah peserta didik pada kelas dengan model pembelajaran problem based learning berbasis hands on activity atau pada kelas pembelajaran konvensional. Selain itu, juga untuk mendeskripsikan kemampuan pemecahan masalah peserta didik menggunakan strategi Polya. Jenis penelitian yang digunakan dalam penelitian ini adalah mixed methods. Metode penelitian yang mengkombinasikan atau menggabungkan antara metode penelitian kuantitatif dan kualitatif. Hasil penelitian ini adalah sebagai berikut. (1) Kemampuan pemecahan masalah peserta didik dengan menggunakan langkah Polya pada pembelajaran Problem Based Learning berbasis hands on activity lebih baik daripada kemampuan pemecahan masalah peserta didik pada pembelajaran ekspositori.(2) Penyebab kesalahan peserta didik dalam menyelesaikan tes kemampuan pemecahan masalah (TKPM) ditinjau dari langkah-langkah Polya yaitu antara lain: (a) peserta didik tidak terbiasa dengan bahasa soal yang rumit (memahami masalah); (b) peserta didik kurang cermat sehingga ketika mengerjakan soal sering terjadi salah menggunakan rumus (menyusun rencana penyelesaian); (c) peserta didik kurang teliti sehingga ketika mengerjakan soal sering terjadi salah perhitungan (melaksanakan rencana penyelesaian); (d) peserta didik kurang bisa memanfaatkan waktu pengerjaan dengan baik (melihat kembali). Kata kunci: pemecahan masalah Polya, PBL, hands on activity. ABSTRACTLearning strategies used in the learning process are not enough to develop problem solving for students. It causes students get difficulties in solving mathematical problems The learning process can be improved by applying learning models that can improve problem solving skill for students, one of which is the Problem Based Learning learning model. The activities of students in the learning model are expected to be optimal when equipped with activities. The purpose of this study is to find out which is better between students' problem solving abilities in the class with a problem-based learning model that is hand-based on activities or in conventional learning classes. The type of research used in this study is a mixed method. Research method that combines or researches between quantitative and qualitative research methods. The results of this study are as follows: (1) The problem solving ability of students by using the Polya steps in Problem Based Learning learning based on hands on activity is better than students' problem solving abilities in expository learning (2) The cause of the students' mistak...

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Conceptual and Procedural Knowledge in Problem Solving

Cited by 41 publications

References 10 publications

Design and Validation of Teaching Instruments Oriented Problem Solving to Train Studentsr Metacognitive Skills

Design and Validation of Teaching Instruments Oriented Problem Solving to Train Studentsr Metacognitive Skills

Profile Analysis of Students' Problem Solving Ability in Learning Biology in Surakarta State High School

Analisis Kemampuan Pemecahan Masalah Peserta didik Berdasarkan Strategi Polya pada Model Pembelajaran Problem Based Learning Berbasis Hands On Activity

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