Self-efficacy and problem-solving skills in mathematics: the effect of instruction-based dynamic versus static visualization

Kohen, Zehavit; Amram, Meirav; Dagan, Miriam; Miranda, Tali

doi:10.1080/10494820.2019.1683588

Cited by 29 publications

(26 citation statements)

References 36 publications

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“…As already stated by Okumuş et al (2016), so that students can benefit from the use of CS in their exploration activities, it is necessary that they have prior knowledge of the contents involved in the tasks; (2) within the strategies in which the teacher's intervention is strongest in the beginning, the one that assigns tasks to students with CS exploration (EXPLORA 1) is the most effective. Animations are more effective (Yang et al 2018) and have a greater impact (Kohen et al 2019) than static images, in learning and understanding invisible phenomena and in understanding the dynamic behavior of matter. They facilitate the construction of abstract concepts (Olympiou et al 2013;Araújo et al 2017).…”

Section: Results Discussionmentioning

confidence: 99%

Computational Simulations in the Construction of Abstract Concepts and in Promoting of Students Autonomy in the 5th Grade

Araújo¹,

Lopes

Soares

et al. 2021

Communications in Computer and Information Science

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The article refers to an investigation into curricular integration (CI) strategies of computer simulations (CS), level of guidance and teacher mediation on the given tasks when using a CS, in the recognition and conceptual elaboration of the structure of the matter and alterations in the physical state at a microscopic level, in tasks with same degree of orientation and the perception of autonomy by students in the 5th grade. Quantitative and qualitative methods were used. Regarding curricular integration strategies, the class with the best results was the class in which the EXPLORA 1 strategy was applied. With regard to task guidance, the groups submitted to a moderate guidance degree were those who obtained the best learning results. In relations to mediation, the results of mediation are not independent of students' learning and the perception that the student' have about the autonomy and the time they have for the autonomous work. We conclude that autonomy with low guidance can be ineffective and the mediation with a lot of teacher intervention in the context of moderately guidance task can also reduce effectiveness.

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Section: Results Discussionmentioning

confidence: 99%

Computational Simulations in the Construction of Abstract Concepts and in Promoting of Students Autonomy in the 5th Grade

Araújo¹,

Lopes

Soares

et al. 2021

Communications in Computer and Information Science

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“…Dari kedua faktor itulah jelas bahwa hasil kemampuan penalaran matematis siswa masih belum menunjukkan hasil yang optimal dengan diperolehnya rata-rata hasil kemampuan penalaran matematis sebesar 55,48. Kontribusi self-efficacy yang dimiliki oleh siswa dapat mendukung peningkatan kemampuan penalaran matematis dapat ditemukan pada penelitian-penelitian sebelumnya (Czocher et al, 2020;Kohen et al, 2019;Van der Bijl, J. J., & Shortridge-Baggett, 2002) . Berdasarkan hasil analisis data, didapat bahwa kontribusi self-efficacy dan mathematics anxiety hanya 0,386 artinya 38,6% kemampuan penalaran matematis siswa mampu dapat diprediksi berdasarkan self-efficacy dan mathematics anxiety, sedangkan sisanya yaitu 61,4 % dapat diprediksi dari faktor yang lain diantaranya motivasi, gender, kesiapan belajar dan kemandirian belajar.…”

Section: Anova Aunclassified

Kontribusi Seft-Efficacy Dan Mathematics Anxiety Terhadap Kemampuan Penalaran Matematika Siswa

Firdaus¹,

Purwanto²,

Nuriadin³

2021

IJoPME

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Latar Belakang. Self-efficacy dan mathematics anxiety bagaikan dua mata uang yang saling berikatan, ketika tingkat self-efficacy siswa tinggi maka mathematics anxiety rendah begitupula sebaliknya, kodisi ini berhubungan ketika mempelajari matematika. Tujuan Penelitian ini bertujuan untuk mengetahui hubungan self-efficacy dan mathematics anxiety terhadap kemampuan penalaran matematis siswa. Metode Penelitian ini menggunakan metode survei, populasinya, yaitu seluruh siswa SD kelas VI di Kecamatan Ciwandan yang terdiri dari 4 gugus dan sampel yang diambil sebanyak 100 siswa dengan teknik sampling menggunakan multistage random sampling dan untuk istrumen penelitian berupa kuesioner dan tes. Hasil Penelitian menunjukkan hasil hipotesis pertama diperoleh bahwa terdapat hubungan antara self-efficacy terhadap kemampuan penalaran matematis siswa dengan derajat hubungan korelasi sedang dan bentuk hubungan yang positif. Hipotesis kedua diperoleh bahwa terdapat terdapat hubungan antara mathematics anxiety terhadap kemampuan penalaran matematis siswa mempunyai derajat hubungan korelasi sedang dan bentuk hubungan yang negatif. Hipotesis ketiga diperoleh bahwa terdapat hubungan antara self-efficacy dan mathematics anxiety terhadap kemampuan penalaran matematis siswa dengan derajat hubungan kuat dengan arah positif, sedangkan nilai koefisien determinasi diperoleh sebesar 0,386 artinya kontribusi kemampuan penalaran matematis 38,6% dapat diprediksi berdasarkan self-efficacy dan mathematics anxiety, sedangkan sisanya yaitu 61,4 % dapat diprediksi dari faktor yang lain.

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“…Problem-solving skills are also used to overcome student addiction to the internet (Ekinci, 2014). Problem-solving in mathematics is also helpful in (Kohen et al, 2019;Öztürk et al, 2020), science (Akben, 2020), entrepreneurs, and engineering scholars (Dickson, 2006), and sports (Senduran & Amman, 2015).…”

Section: Introductionmentioning

confidence: 99%

Problem-solving and creative thinking skills with the PBL model: The concept of the human circulatory system

Leasa

Fenanlampir

Batlolona

et al. 2021

Biosfer

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Science learning in elementary schools using the PBL learning model can grow students' higher-order thinking skills, such as problem-solving and creative thinking skills. The purpose of correlational research was to analyze the relationship between problem-solving and creative thinking skills of elementary school students through the implementation of PBL. The predictor variables and criteria in the research were in the form of problem-solving and creative thinking skills, respectively. The population of this study was the fifth-grade elementary school students, totaling 120 students. This study’s sample was 33 students. The data retrieval used problem-solving and creative thinking skills tests on the concept of the human circulatory system. The data analysis was performed by linear regression. The results showed a correlation between creative thinking and problem-solving skills in learning with PBL. There is a strong relationship between problem-solving and creative thinking skills through PBL. The predictor variable contributed 37.8% to the criterion variable. This study recommends that it is essential to familiarize PBL in elementary schools learning to improve students' higher-order thinking skills.

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Self-efficacy and problem-solving skills in mathematics: the effect of instruction-based dynamic versus static visualization

Cited by 29 publications

References 36 publications

Computational Simulations in the Construction of Abstract Concepts and in Promoting of Students Autonomy in the 5th Grade

Computational Simulations in the Construction of Abstract Concepts and in Promoting of Students Autonomy in the 5th Grade

Kontribusi Seft-Efficacy Dan Mathematics Anxiety Terhadap Kemampuan Penalaran Matematika Siswa

Problem-solving and creative thinking skills with the PBL model: The concept of the human circulatory system

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