Motivation to learn and problem solving

Urhahne, Detlef

doi:10.1080/01443410.2021.1998304

Cited by 7 publications

(7 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In this regard, Weith and Burns (2005) stated that, under appropriate conditions, motivation may help develop an insight into problem-solving and contribute to the ability to solve problems. The motivation to deal with problem-solving tasks can come from the learners themselves or be triggered by task design (Urhahne, 2021). Based on several problem-solving models, O'Neil and Schacter (1997) developed the CRESST model of problem-solving that incorporates four elements: content understanding, problem-solving strategies, metacognition, and motivation, in which motivation is a considered factor for problem-solving.…”

Section: The Results Inmentioning

confidence: 99%

Instructional use of Geometer’s Sketchpad and students geometry learning motivation and problem-solving ability

Kotu¹,

Michael

2022

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

This study investigated Geometer’s Sketchpad (GSP) supported instruction and students’ geometry learning motivation and problem-solving ability (PSA). A pre-/post-test quasi-experimental design with non-equivalent comparison groups was used on two intact groups of grade 9. An instruction of four weeks’ duration was given to the intervention group. The motivation measuring questionnaire, self-efficacy measuring questionnaire, effort measuring questionnaire, and PSA measuring questions were used to collect data. The internal consistency reliability was above 0.8 for each questionnaire. Paired and independent sample t-tests, ANOVA, and regression analysis were used. Findings indicated a statistically significant difference between the intervention and comparison groups and achiever levels after the treatment in both motivation and PSA, and a high correlation was observed between motivation and problem-solving. Components of motivation significantly accounted for both motivation and PSA. The use of GSP-supported instruction is recommended to improve students’ motivation and problem-solving abilities.

show abstract

Section: The Results Inmentioning

confidence: 99%

Instructional use of Geometer’s Sketchpad and students geometry learning motivation and problem-solving ability

Kotu¹,

Michael

2022

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

show abstract

“…The literature on problem-solving skills in the context of pre-service teacher education is extensive, reflecting the widespread recognition of the importance of these skills for effective teaching practice (Cruickshank & Haefele, 2001;Fouche, 2024;Jonassen, 2011;Shulman, 1987). Studies have consistently emphasised the multifaceted nature of problem-solving in teaching, highlighting its role in addressing diverse classroom challenges, promoting student learning, and fostering teacher efficacy (Henson, 2003;Levy & Murnane, 2004;Sun & Rueda, 2019;Zeichner & Liston, 2014). Within this body of literature, various frameworks and models have been proposed to conceptualise problem-solving skills in teaching, including the reflective practitioner model (Schön, 1983), the pedagogical content knowledge framework (Shulman, 1987), and the adaptive expertise model (Hatano & Inagaki, 1986;Liu et al, 2024).…”

Section: Literature Reviewmentioning

confidence: 99%

“…As teachers navigate the complexities of diverse classrooms and dynamic learning environments, they encounter many challenges that require thoughtful analysis, creative thinking, and adaptive decision-making (Beetham & Sharpe, 2019;Levy & Murnane, 2004;Zeichner & Liston, 2014). Whether it is addressing student misconceptions, adapting instructional strategies to meet diverse learning needs, or managing classroom disruptions, the ability to solve problems effectively lies at the heart of teaching practice (Henson, 2003;Saka et al, 2024;Van Zoest et al, 2017). Thus, cultivating problem-solving skills is critical for enhancing teaching effectiveness and promoting student learning and academic achievement (Ajani & Khoalenyane, 2023;Hattie, 2009;Jonassen, 2011;Schoenfeld, 1992).…”

Section: Introductionmentioning

confidence: 99%

Enhancing problem-solving skills among pre-service teachers in higher education: A systematic literature review

Ajani

2024

JPSP

View full text Add to dashboard Cite

This systematic literature review explores strategies to enhance problem-solving skills among pre-service teachers in higher education. Problem-solving is a critical competency for effective teaching, yet preservice teachers often need more skills to address the complexities of classroom situations. This review aims to identify effective interventions, pedagogical approaches, and technological tools used to foster problem-solving abilities in pre-service teacher education programs by synthesising empirical research. The review also examines the impact of these strategies on pre-service teachers' skill development and readiness for classroom practice. Findings from the review highlight promising practices, gaps in the literature, and future research directions in this area. Ultimately, this review provides valuable insights to inform the design of evidence-based interventions and curriculum enhancements to better prepare preservice teachers for the challenges they will face in their teaching careers.

show abstract

“…Motivasi merupakan yang ada pada diri seseorang yakni kekuatan pendorong yang akan mewujudkan suatu perilaku untuk mencapai tujuan kepuasan dirinya. Motivasi adalah masalah yang berada dalam proses yang menciptakan, mempertahankan, dan mengelola minat di kelas (Urhahne, 2021). Dalam proses belajar mengajar, dapat meningkatkan minat belajar anak dalam proses pembelajaran.…”

Section: A Latar Belakangunclassified

Efektivitas Model Pembelajaran Kooperatif Tipe Make a Macth Terhadap Motivasi Belajar Siswa Kelas v Sekolah Dasar

Kurniawan,

Agustin

2024

jpdf

View full text Add to dashboard Cite

Tujuan penelitian ini dilakukan yaitu untuk mengetahui dan menganalisis Pengaruh Model Pembelajaran Kooperatif Tipe make a match Terhadap Motivasi Belajar Siswa Kelas V Pada mata Pelajaran PKN Di SD Candipari 1 Porong, terdapat permasalahan rendahnya motivasi belajar siswa pada pelajaran PKN. Penelitian ini dilakukan dengan metode kuantitatif dengan jenis penelitian eksperimen. Penelitian dilakukan dengan menggunakan metode pre-experimental design dengan one group pretest-postest. Penelitian ini menggunakan tes yang diawali dengan sebelum pembelajaran dimulai dan sesudah pembelajaran diberikan. Teknik pengumpulan data dilakukan dengan menggunakan soal test dan observasi sebanyak 14 siswa. Adapun Teknik analisis data menggunakan uji Wilcoxon dengan bantuam program SPSS. Hasil penelitian dengan menggunakan model pembelajaran kooperatif tipe make a macth yaitu menunjukkan bahwa model pembelajaran kooperatif berpengaruh terhadap motivasi belajar siswa kelas V pada pembelajaran PKN, sehingga hipotesis diterima. Diketahui bahwa aspek pengetahuan, sikap, keterampilan, spiritual sangat berdampak pada motivasi siswa. Hal ini menunjukkan bagaimana pembelajaran PKN yang dipadukan dengan pendekatan pembelajaran make a match dapat meningkatkan motivasi siswa. Hasil penelitian menunjukkan bahwa penggunaan pendekatan pembelajaran kooperatif ragam make a match berpengaruh signifikan terhadap motivasi belajar siswa kelas V SD Candipari 1 Porong.

show abstract

Motivation to learn and problem solving

Cited by 7 publications

References 10 publications

Instructional use of Geometer’s Sketchpad and students geometry learning motivation and problem-solving ability

Instructional use of Geometer’s Sketchpad and students geometry learning motivation and problem-solving ability

Enhancing problem-solving skills among pre-service teachers in higher education: A systematic literature review

Efektivitas Model Pembelajaran Kooperatif Tipe Make a Macth Terhadap Motivasi Belajar Siswa Kelas v Sekolah Dasar

Contact Info

Product

Resources

About