Innovation in Teaching and Learning through Problem Posing Tasks and Metacognitive Strategies

Ghasempour, Zahra; Bakar, Nor; Jahanshahloo, G. R.

doi:10.12785/ijpi/010108

Cited by 33 publications

(34 citation statements)

References 7 publications

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“…The PP activities foster a sense of ownership of learning in students by engaging them in metacognitive strategies (Ghasempour et al 2013). This motivated us to explore PP as a technique through which students can self-direct their learning.…”

Section: Problem Posing As An Instructional Strategymentioning

confidence: 99%

An exploration of problem posing-based activities as an assessment tool and as an instructional strategy

Mishra

Iyer

2015

RPTEL

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BackgroundProblem posing, the generation of questions by learners, has been shown to be an effective instructional strategy for teaching–learning of complex materials in domains such as mathematics. In this paper, we demonstrate the potential of problem posing in two dimensions. Firstly, we present how problem posing can result in unfolding of knowledge and hence how it can be used as an instructional strategy. Then we present another problem posing-based activity as an assessment tool in an Introductory Programming course (CS1).MethodTo explore the potential of problem posing as an instructional strategy, we conducted field studies in the two CS application courses (Data Structures (DS) and Artificial Intelligence (AI)), in which we provided a semi-structured problem posing situation to students. We performed inductive qualitative research and development the questions generated by students using grounded theory-based qualitative data analysis technique. To explore the potential of problem posing as an assessment tool, we conducted a field study in CS1 wherein we employed another problem posing (PP)-based activity in a large class for assessing the learning of computational thinking concepts in an introductory programming course and analysed how performance in traditional assessment tools (quiz score) is related with performance in our non-traditional assessment tool (quality of problems posed during a problem posing activity).ResultsFrom the studies in DS and AI courses we found that students pose questions and unfold knowledge using seven strategies — Apply, Organize, Probe, Compare, Connect, Vary, and Implement. From the field study performed in the CS1 course we found that the quality of the problems posed (difficulty level) were mostly aligned to the traditional assessment results in the case of novice learners but not in the case of advanced learners.

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Section: Problem Posing As An Instructional Strategymentioning

confidence: 99%

An exploration of problem posing-based activities as an assessment tool and as an instructional strategy

Mishra

Iyer

2015

RPTEL

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“…Meskipun rata-rata dan proporsi ketuntasan yang diharapkan telah tercapai, namun hampir semuanya berada pada kategori sedang, sedangkan pada kategori tinggi hanya terdapat 3 mahasiswa. Terdapat penelitian yang mendukung hasil penelitian ini yakni penelitian Ghasempour, Bakar, & Jahanshahloo (2013) yang menyatakan bahwa ada berbagai keunggulan problem posing yakni dapat merangsang kemampuan berpikir tingkat tinggi sehingga dapat meningkatkan pemahaman siswa terhadap materi yang dipelajari. Selain itu, hal tersebut juga didukung oleh hasil penelitian Amiluddin & Sugiman (2016) yang menunjukkan bahwa problem posing berpengaruh positif terhadap prestasi belajar mahasiswa.…”

Section: Hasil Dan Pembahasanunclassified

Keefektifan pendekatan problem posing dan problem solving dalam pembelajaran kalkulus II

Palobo

2016

JRPM

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AbstrakPenelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan problem posing dan problem solving serta membandingkan keefektifan pendekatan problem posing dengan problem solving ditinjau dari sikap mahasiswa terhadap Kalkulus dan prestasi belajar. Penelitian ini merupakan penelitian eksperimen semu dengan desain pretest-posttest non equivalent comparison group design. Populasi pada penelitian ini adalah mahasiswa Universitas Musamus Merauke. Sampel penelitian adalah mahasiswa Jurusan Pendidikan Matematika semester II yang dibagi dalam dua kelompok. Pengujian keefektifan pendekatan problem posing dan problem solving menggunakan uji one sample t-test dan untuk mengetahui pendekatan mana yang lebih efektif menggunakan uji independent sample t-test. Hasil penelitian menunjukkan bahwa (1) pendekatan problem posing efektif ditinjau dari sikap terhadap Kalkulus dan prestasi belajar; (2) pendekatan problem solving efektif ditinjau dari prestasi belajar; dan (3) pendekatan problem posing lebih efektif dari pada pendekatan problem solving ditinjau dari sikap mahasiswa terhadap Kalkulus. Kata Kunci: pendekatan problem posing, pendekatan problem solving, sikap terhadap kalkulus, prestasi belajar AbstractThis study aimed to describe the effectiveness of problem posing and problem solving approach, and to compare the effectiveness between problem posing and problem solving approach in terms of attitude toward Calculus and learning achievement. This study was a quasi-experimental study using the pretest-posttest non-equivalent comparison group design. The population of this study were student of Musamus University. The sample in this study were 2nd semester students of mathematics educations departement who were divided into two groups. To assess the effectiveness of the problem posing and problem solving approach, the one sample t-test was carried out and to determine the more effective approach, independent sample t-test was used. The results of this study show that (1) the problem posing approach was effective in terms of attitude towards Calculus and learning achievement; (2) problem solving approach was effective in terms of learning achievement; and (3) problem posing approach was more effective than problem solving approach in terms of students attitude toward calculus.

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“…Dengan adanya tugas pengajuan soal dapat menyebabkan terbentuknya pemahaman konsep yang lebih mantap pada diri siswa terhadap materi yang telah disampaikan oleh guru. Ghasempour et al (2013) menyatakan bahwa dengan menerapkan pembelajaran problem posing peserta didik dapat belajar lebih aktif di dalam kelas. Guru lebih mudah mengawasi siswa dalam belajar dan daya serap siswa akan meningkat.…”

Section: Teknik Pengumpulan Dataunclassified

Pengaruh Model Pembelajaran Kooperatif Dengan Pendekatan Problem Posing Ditinjau Dari Pengetahuan Awal Terhadap Penguasaan Konsep Fisika Siswa SMK

Jannah¹,

Doyan²,

Harjono³

2016

JPPIPA

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Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif melalui pendekatan problem posing terhadap penguasaan konsep siswa ditinjau dari pengetahuan awal. Jenis penelitian yang digunakan eksperimen semu dengan desain faktorial 2x2. Populasi penelitian adalah 163 siswa kelas XI SMKN 9 Mataram yang tersebar pada 5 kelas. Sampel penelitian berjumlah 55 siswa, terbagi menjadi 2 kelas dengan teknik pengambilan cluster random sampling. Instrumen penelitian berupa tes penguasaan konsep yang diberikan pada awal dan akhir penelitian. Data hasil penelitian dianalisis dengan Anava dua jalur. Hasil penelitian menunjukkan bahwa (1) siswa yang belajar menggunakan model pembelajaran kooperatif dengan pendekatan problem posing berbeda signifikan pada aspek penguasaan konsep dibandingkan siswa yang belajar dengan model pembelajaran kooperatif saja, (2) siswa yang memiliki kemampuan awal tinggi berbeda signifikan pada aspek penguasaan konsep dibandingkan siswa yang memiliki kemampuan awal rendah, (3) ada pengaruh interaksi antara model pembelajaran dengan kemampuan awal terhadap penguasaan konsep siswa.

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Innovation in Teaching and Learning through Problem Posing Tasks and Metacognitive Strategies

Cited by 33 publications

References 7 publications

An exploration of problem posing-based activities as an assessment tool and as an instructional strategy

An exploration of problem posing-based activities as an assessment tool and as an instructional strategy

Keefektifan pendekatan problem posing dan problem solving dalam pembelajaran kalkulus II

Pengaruh Model Pembelajaran Kooperatif Dengan Pendekatan Problem Posing Ditinjau Dari Pengetahuan Awal Terhadap Penguasaan Konsep Fisika Siswa SMK

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