The impact of problem based learning using performance assessment on student’s mathematical problem solving ability

Winarti, Endang Retno; Waluya, St. Budi; Rochmad, .; Kartono, Kartono

doi:10.1088/1742-6596/1321/3/032090

Cited by 5 publications

(5 citation statements)

References 4 publications

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“…PBL and RBL contribute to the development of problem solving skills to the maximum followed by PrBL. These three learning techniques do contribute to the development of problem solving skills to a higher level (Singh et al, 2019;Winarti & Waluya, 2019;Efstratia, 2014). PBL (being engaged, hands-on experience) makes learners challenge things, develop a deeper understanding of the subject, and enhance deep learning.…”

Section: Comparative Analysis Of El Techniquesmentioning

confidence: 99%

Experiential learning: integrating learning and experience in shaping the future of the engineers

Sangwan¹,

Singh²,

Sangwan³

2022

Towards a New Future in Engineering Education, New Scenarios That European Alliances of Tech Universities Open Up

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The industry demands skill-equipped engineering graduates who could be efficient enough to adapt to face the challenges of uncertainty posed by a lack of skills and resources. Accreditation boards have identified problem-solving, teamwork, communication, etc. as the workplace required skills. However, industry/employers feel that the engineers seem to lack problem-solving, teamwork, etc. To groom these skills, experiential learning (EL) platform provides hands-on practice. Thus, the study aims to gain insights into the need of experiential learning to integrate learning and experience. The study, qualitative in nature, focuses on the essential skills, specifically problem-solving skills, against the applicability of experiential learning. Experiential learning allows engineering students to get a hands-on approach to practise their acquired skills to understand industrial needs and constraints. In the given context, problem solving helps in knowing what is learnt and what needs to be learnt.

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Section: Comparative Analysis Of El Techniquesmentioning

confidence: 99%

Experiential learning: integrating learning and experience in shaping the future of the engineers

Sangwan¹,

Singh²,

Sangwan³

2022

Towards a New Future in Engineering Education, New Scenarios That European Alliances of Tech Universities Open Up

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“…The results of this studied indicate the learn model of problem-based learning with a scientific approach can improve student learn outcome was the case problem-solved ability, this is in line with the results of (Putra & Suparman, 2020) that the Problem-Based Learn (PBL) learning model can be used to improve students' problem solved ability. (Winarti, Waluya, Rochmad, & Kartono, 2019) also added that Problem Based Learning used performance assessment can improve students' problem solved ability were solved problems in the educational statistics coursed. Increased students' problem-solved ability because students can take steps/stages of solved Polya's problem namely understanding problems, planning solutions, solving problems and checking again.…”

Section: Figure 2 Figure Of Device Validity Test Practicality and Ementioning

confidence: 99%

Problem Based Learning with a Scientific Approach with Character in Mathematics Learning

Wakit

Kusumodestoni

2020

ajpm

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The studied aims to determined the characteristics of the development of learned devices with the problem-based learned model with a scientific approached which container the character in math subject. The research method used is a development research. Development is carried out with the preparation of valid, practical and effective tools. The learned tools developed were syllabus, (RPP) Learning Implementation Plans, (LKS) Student Worksheets, Student Books, and TKPM (Problem Solving Ability Tests). After the learned device valid then tested, the experiment was carried out by observed the learned process, process skills, students' character, at the end of the learned process did by TKPM and filled in the student response questionnaire. Data were analyzed to determined the practicality and effectiveness of the used of learned devices. The results showed: (1) the average score of the learned device validation results was 4.37 in the very good category so the devices developed were valid; (2) the application of practical learned tools because the average score of the teacher's ability to manage to learned is 3.98 in the good category and the average score of 4.36 student respons is in the very good category; (3) the application of effective learned devices because TKPM has achieved classical completed, the average TKPM experimental class better than the control class, the proportion of completed TKPM students experiment better than control class students, there is a positive influence was students' process and attitude skills towards TKPM, there is an increase in mathematical problem-solved abilities.

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“…Cognitive conflict-based mathematics learning is also used to improve math students' problem-solving abilities, develop critical thinking, and increase knowledge, especially their communication skills (Gal, 2019;Hermkes et al, 2018;Webb et al, 2019;Widada et al, 2018;Winarti et al, 2019). However, its implementation as a teaching and learning strategy in mathematics education is not adequately understood.…”

Section: Introductionmentioning

confidence: 99%

Cognitive Conflict Based on Thinking Errors in Constructing Mathematical Concept

HR,

Purwanto,

Sukoriyanto

et al. 2023

INT J EDUC METHODOL

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<p style="text-align: justify;">This study aims to evaluate cognitive conflict in constructing mathematical concepts, based on thinking errors. The data were collected through observations of words or sentences, leading to the derivation of qualitative outputs. Furthermore, the results showed that the two selected subjects experienced cognitive conflicts regarding thinking errors in mathematical concept construction. This selection process was conducted through the provision of the questions obtained in the first semester of mathematics, at Universitas Negeri Makassar, Indonesia. These questions consisted of several indicators, with each of them having three components, namely the main, tracking, and supporting items. Based on the results, two subjects experienced thinking errors in constructing the concept of algebraic root form addition. This emphasized the errors in placing concepts (misplaced), pseudo-thinking, and misanalogy. A conflict was also observed between the initial concept knowledge of using variables in algebraic addition and the new principles understood through the root summation in algebra. Furthermore, there was also a conflict between the concept understanding he had in terms of the addition operation of the root form and a new understanding of the addition operation of the root form in algebra.</p>

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The impact of problem based learning using performance assessment on student’s mathematical problem solving ability

Cited by 5 publications

References 4 publications

Experiential learning: integrating learning and experience in shaping the future of the engineers

Experiential learning: integrating learning and experience in shaping the future of the engineers

Problem Based Learning with a Scientific Approach with Character in Mathematics Learning

Cognitive Conflict Based on Thinking Errors in Constructing Mathematical Concept

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