Enhancing problem-solving skills of students through problem solving laboratory model related to dynamic fluid

Malik, Adam; Yuningtias, U. A.; Mulhayatiah, Diah; Chusni, Muhammad Minan; Sutarno, Sutarno; Ismail, Ali; Hermita, Neni

doi:10.1088/1742-6596/1157/3/032010

Cited by 12 publications

(14 citation statements)

References 8 publications

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“…By studying research situations and method designs, as well as combining theoretical analysis and practical analysis, scholars have explored the significance of employability and the causal relationship between employability and other elements (Hennemann and Liefner, 2010;Avramenko, 2012;Baek and Cho, 2018). According to Heijde and Van Der Heijden (2006), employability refers to the best use of individual capabilities (Blázquez et al, 2018), subsequent learning and creation of basic technical proficiencies for overall task achievement and adaptation to internal and external vicissitudes in the employment market (Fugate et al, 2004;Cuyper et al, 2008;Vermeulen et al, 2018;Malik et al, 2019). Thus, it is increasingly necessary to have critical and reflective thinking, the ability to settle matters, autonomous management and learning, as well as other related abilities, across all disciplines (Makkonen and Olkkonen, 2017).…”

Section: Literature Review and Hypotheses Development Student Employamentioning

confidence: 99%

A Study on the Influence of Multi-Teaching Strategy Intervention Program on College Students’ Absorptive Capacity and Employability

et al. 2021

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Student employability is a key aspect of any university degree. The relationship between high student learning outcomes and high employability is a problem that needs to be addressed and improved by colleges and universities. Students with high employability can find good jobs after graduation and perform well in the workplace. Employability is associated with the success of university education, thus giving the university a good reputation. This study explores the development of employability, alongside teaching and student learning abilities to examine how these variables affect student employability. The study collected 442 responses to a questionnaire to investigate the relationship between pedagogy for employability, problem-based learning, absorptive capacity, and student employability based on a structural model. The SEM results show that pedagogy for employability and problem-based learning positively correlate to absorptive capacity; pedagogy for employability and absorptive capacity positively correlate to student employability. We then analyzed a case study teaching intervention strategy with 221 students from the school of management and discuss the differential results of all variables. Results showed that the test group was superior to the control group in each variable performance, indicating that the intervention strategy proved effective. Based on these findings, this study proposes suggestions for future research.

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Section: Literature Review and Hypotheses Development Student Employamentioning

confidence: 99%

A Study on the Influence of Multi-Teaching Strategy Intervention Program on College Students’ Absorptive Capacity and Employability

et al. 2021

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“…According to Malik et al (2019), problem-solving skill is a complex and very important skill as a part of the learning process in all disciplines and it can be acquired and improved by students through learning and laboratory activities. Some experts believe that problem-solving is a sub-category of critical thinking, while others argue that these two concepts overlap (Karantzas et al, 2013).…”

Section: Problem-solvingmentioning

confidence: 99%

Investigation of the Relationship Between Pre-service Teachers' Lateral Thinking Levels and Problem Solving Skills

Yazgan¹

2021

Kuramsal Eğitimbilim

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The purpose of this study is to determine to what extent problem-solving skill contributes to the prediction of lateral thinking. The sample of the research consisted of 475 undergraduate students, more specifically 357 female (75.2%) and 118 male (24.8%) students, attending the Faculty of Education at Çanakkale Onsekiz Mart University in Çanakkale, Turkey. The Problem-Solving Inventorydeveloped by Heppner and Petersen (1982)and the Lateral Thinking Scaledeveloped by Semerci (2016)were employed in the study to collect data. The descriptive statistics (frequency, percentage, arithmetic mean, and standard deviation) and multiple regression analysis were used to analyze the obtained data. According to the findings of the study, the lateral thinking levels of the teacher candidates were high, and their problem-solving skills were at a positive medium level. The teacher candidates' confidence in problem-solving ability and approach-avoidance scores positively affected their lateral thinking levels, on which their personal control scores exerted negative effects. In addition, the participating preservice teachers' total scores of problem-solving skills significantly predicted their lateral thinking scores.

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“…By having problemsolving skills a student is expected to be able to compete globally (Permatasari et al, 2019). Students are expected to be skilled at systematically solving problems and finding solutions that are relevant to the problems they face (Malik et al, 2019). For students to be skilled in solving problems, learning conditions such as real situations, authentic situations, and meaningful learning experiences by students are needed.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Physics is a science that integrates phenomena and natural events with an understanding of the human concept of these events (Malik et al, 2019). Physics also has an important role in the development of technology and science that can facilitate human life.…”

Section: Introductionmentioning

confidence: 99%

Measuring Students’ Problem-Solving Skills on Direct Current Circuits With Multiple Representations

Dewati

Супармі

Sunarno

et al. 2020

HSSR

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Purpose of study: This study aims to measure the level of students' problem-solving skills, using assessment instruments in the form of multiple-choice tests based on the multiple representation approach on DC electrical circuits. Methodology: This research is a quantitative descriptive involving 46 students of physics education. Students are asked to solve the problem of DC electrical circuits on 12 multiple choice questions with open reasons, involving verbal, mathematical, and picture representations. Data were analyzed by determining means and standard deviations. Main findings: The results of the study showed that there were 3 levels of students' problem-solving skills, namely 7 (15%) students in the high category, 22 (48%) students in the medium category and 17 (37%) students in the low category. Applications of this study: The implication of this research is to continuously develop assessment instruments based on multiple representations in the form of various types of tests, to help students improve their conceptual understanding, so students can solve physics problems correctly. The novelty of this study: Researchers explain the right way to solve physics problems, 1) students are trained to focus on identifying problems, 2) students are accustomed to planning solutions using a clear approach, to build an understanding of concepts, 3) students are directed to solve problems accordingly with understanding the concepts they have built.

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Enhancing problem-solving skills of students through problem solving laboratory model related to dynamic fluid

Cited by 12 publications

References 8 publications

A Study on the Influence of Multi-Teaching Strategy Intervention Program on College Students’ Absorptive Capacity and Employability

A Study on the Influence of Multi-Teaching Strategy Intervention Program on College Students’ Absorptive Capacity and Employability

Investigation of the Relationship Between Pre-service Teachers' Lateral Thinking Levels and Problem Solving Skills

Measuring Students’ Problem-Solving Skills on Direct Current Circuits With Multiple Representations

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