The analysis of olympic tutors problem-solving skill of the national science olympic for elementary school level

Abstract

This study aims to describe the olympic tutors problem-solving skill of the National Science Olympic for elementary school level and analyze based on the type of problem-solving skill. In a National Science Olympic competition, the selection is made based on the ability of students to solve questions, so that the teacher as olympic tutors need to apply correct problemsolving skills as the main key to solving olympic questions. This research was a qualitative descriptive study that aimed to determine the condition of an object through a case study for olympic tutors of the National Science Olympics for elementary school level in Barru Regency, South Sulawesi. The data collection methods were tests and interview. This study showed the olympic tutors problem-solving skill of the National Science Olympic for elementary school level in Barru Regency at the moderate category which revolved around the score 25 - 49. Based on the result of the analysis, in terms of the types and stages of problem-solving, most of the olympic tutors of the National Science Olympic for elementary school level did not understand systematic problem solving and still needed accuracy in choosing the most appropriate equations to use when solving problems.

Physics Learning Models Based on Synectic to Improve Problem-Solving Skills: A Need Analysis

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The Effect of Realistic Mathematics Education Model Assisted by Puzzle on Mathematical Problem-Solving Skills for Grade III Students

“…Apabila siswa dapat merencanakan penyelesaiannya dan menganalisis kesulitan yang ada pada soal tersebut, maka ia akan mampu memecahkan masalah dalam soal-soal pemecahan masalah. Hal ini sesuai dengan indikator pemecahan masalah menurut Krulik dan Rudnick yaitu 1) Membaca dan memahami masalah, 2) Mengeksplorasi dan merencanakan strategi pemecahan masalah, 3) Memilih strategi yang telah direncanakan, 4) Menemukan dan menjawab permasalahan, 5) Meninjau kembali penyelesaian masalah (Rufaida, 2021). Oleh karena itu, diperlukan model pembelajaran dan media pembelajaran yang kreatif dan interaktif untuk meningkatkan pembelajaran pemecahan masalah untuk mengatasi permasalahan kurangnya kemampuan siswa dalam menjawab permasalahan matematika pada materi pecahan.…”