The Study of Effect of the Main Factors on Problem Solving Self-Confidence Using Cooperative Learning

Mafakheri, Shiva; Rostamy-Malkhalifeh, Mohsen; Shahvarani, Ahmad; Behzadi, Mohammad-Hassan

doi:10.5899/2013/metr-00023

Cited by 5 publications

(3 citation statements)

References 4 publications

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“…Öğrencilerde problem çözme becerisilerinin istenilen düzeyde olmamasında; öğretmenlerin problem çözmede yetersiz kalması (Mwei, 2017), ülkemizde uygulanan çoktan seçmeli sınav sistemi (Marchiş, 2013), öğrencinin problemi anlayamaması ve o problemi çözmeye yönelik motivasyonda olamayışı, öğretmenlerin problemi öğrenciye ilgi çekici bir şekilde, açık ve anlaşılır olarak anlatamaması, problemin öğrenci seviyelerine uygun olmaması, derslerde çok zor ya da çok kolay problemlere yer verilmesi şeklindeki açıklamaların birer neden olabileceği belirtilebilir (Bingham, 2004;Filiz ve Abay, 2017;Poyla, 1997). Bununla birlikte, öğrencilerde var olan özgüven eksikliğinin de, problem çözme davranışından kaçınmaya neden olabileceği ifade edilebilir (Mafakheri, Rostamy, Shahvarani & Behzadi, 2013). Çalışmamızdan sağlanan bulgular ve diğer alanyazın bulgularına göndermede bulunarak; öğretmenlere, problem çözme becerilerinin öneminin kavratılmasının ve öğrencilerde bu yöndeki becerilerin nasıl geliştirileceğine yönelik eğitim verilmesinin, öğretim programlarında ve derslerde rutin olmayan problem durumlarına daha çok yer verilmesinin gerekli olduğu ileri sürülebilir (Gür ve Hangül, 2015;Yılmaz, 2019).…”

Section: Sonuç Ve Tartışmaunclassified

4. Sınıf Öğrencilerinin Fen Bilimleri Dersinde Karşılaştıkları Rutin Olmayan Problemleri Çözme Düzeyi

Apaydin¹,

Kandemir²

2019

Kastamonu Eğitim Dergisi

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ÖzetBu çalışmanın amacı, 4. sınıf öğrencilerinin rutin olmayan problemleri çözme düzeylerini ve cinsiyet ile problem çözme becerisi arasındaki ilişkiyi belirlemektir. Bu çalışma, Marmara Bölgesi'nde yer alan bir ilin; bir ilçesinde 4. sınıfa devam eden 140 öğrencinin katılımı ile gerçekleştirilmiştir. Bu çalışma, nicel araştırma yöntemlerinden biri olan tarama çalışmasına göre düzenlenmiştir. Veriler, öğrencilerin 5 adet probleme vermiş olduğu yanıtlardan elde edilmiştir. Elde edilen veriler yüzde, frekans ve kay kare testinden yararlanılarak analiz edilmiştir. Bu çalışma sonucunda öğrencilerin problem çözme düzeylerinin istenilen seviye olmadığı; problem çözme becerisi ile cinsiyet arasında ilişki incelendiğinde kızlar lehine anlamlı bir farklılığın olduğu sonucuna ulaşılmıştır. Anahtar Kelimeler: problem çözme, rutin olmayan problemler AbstractThe purpose of this study is to determine the level of solving non-routine problems of 4th grade students and the relationship between gender and problem-solving skills.This study was carried out with the participation of 140 students attending 4th grade in a district of a province in Marmara Region. This study was organized according to the screening study, which is one of the quantitative research methods. Data were obtained from the students' answers given to 5 problems. The obtained data were analyzed using percentage, frequency and chi-squared test. As a result of this study, it was concluded that the level of problem solving of the students was not the desired level and that there was a meaningful difference between the problem solving skill and the gender in favor of the girls.

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Section: Sonuç Ve Tartışmaunclassified

4. Sınıf Öğrencilerinin Fen Bilimleri Dersinde Karşılaştıkları Rutin Olmayan Problemleri Çözme Düzeyi

Apaydin¹,

Kandemir²

2019

Kastamonu Eğitim Dergisi

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“…Other research findings designate that cooperative learning boosts students' self-confidence, self-esteem, and engagement, which alters their perceptions of the significance of crucial elements in pedagogical activities. They demonstrate that to implement cooperative learning successfully (Mafakheri et al, 2013;Sadeghi & Ganji, 2020). It is essential to focus on several elements, such as student preparation regarding pedagogic and interpersonal skills, class management, and learning facilities.…”

Section: A Introductionmentioning

confidence: 99%

Factors Influencing the Implementation of Cooperative Learning: Elementary School Teacher Education Department Students’ Perspectives

Santosa

Sudirman

2023

edu

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Several factors influence the administration of cooperative learning courses, including the learning model, collaboration, social behavior and attitude, and heterogeneity. This study aims to identify the factors that assist or impede the implementation of cooperative learning courses in two Elementary School Teacher Education Departments (PGSD) involving 40 students. The researchers used an approach known as purposeful sampling, in which they selected the sample by identifying particular features that were consistent with their research objectives and were expected to be able to provide solutions to research problems. This research was conducted at two private universities in Yogyakarta, Indonesia. A qualitative descriptive questionnaire was used to collect information on the supporting and inhibiting variables of cooperative learning. Grades in Indonesian language classes have been correlated with a group effort in completing assignments (78.75%). A contributing component, the students' propensity for cooperative learning in the academic appreciation course (78%), emerges subsequently. Another aspect is the desire to complete the assignment (77.25%). Furthermore, factors that encourage cooperative learning are investigated. More suitable media facilities are essential (75%), given that the brilliant students predominate (80.75%) but familiarize themselves with cooperative learning. These facts imply that cooperative learning lays the foundation for academy students' participation, engagement, and problem-solving to be implemented during the learning and teaching processes.

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“…Experts believe that humans' thinking skills and skills in the problem-solving process can be transferred to various areas of life. Therefore, good problem-solving can help someone better understand the information around them (Cook, 2012;Docktor, Strand, Mestre, & Ross, 2015;Hidayatullah, Ariyanto, Mubarok, & Yohannes, 2020;Klegeris, Bahniwal, & Hurren, 2013;Mafakheri, Malkhalifeh, Shahvarani, & Behzadi, 2013). Teenagers in solving problems prefer to fight muscles rather than sit together and talk about problems that occur.…”

Section: Introductionmentioning

confidence: 99%

Thinking Process Profile of Senior High School Students in Physics Problem-Solving: Terms of Differences in Emotional Intelligence Levels and Gender

Prahanı

Kristiyanto

Siswanto

et al. 2021

Berk Ilm Pendidik Fis

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This literature study aims to obtain the thinking process profile of senior high school students in physics problem-solving based on differences in emotional intelligence levels and gender. In this study used literature study method with phenomenological analysis, functionalism analysis, and critical analysis. The sources used to compile this article include some literature on emotional intelligence, gender effect, thinking process, problem-solving, and several empirical study on students in physics problem-solving, especially in senior high school. The authors summed up the conclusions based on the results of the literature study as follows: (1) The profile of the thinking process is influenced by emotional intelligence level and gender; (2) Emotional intelligence is directly proportional to the thinking process of students in the process of solving physics problems; (3) Students who have high emotional intelligence are more likely to have high physics problem-solving skills; (4) Gender differences (male and female) in solving physics problems, generally, are still debatable, in which sense is it better? Then it further research needs that is valid and reliable to answer this question. (5) There is a strong tendency that the male gender is more resilient in dealing with and solving complex physics problems; (6) The gender of female students is superior in solving physics problems that require very high detail. The main implication of this article is to obtain the thinking process profile of senior high school students in physics problem-solving based on terms of differences in emotional intelligence levels and gender.

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The Study of Effect of the Main Factors on Problem Solving Self-Confidence Using Cooperative Learning

Cited by 5 publications

References 4 publications

4. Sınıf Öğrencilerinin Fen Bilimleri Dersinde Karşılaştıkları Rutin Olmayan Problemleri Çözme Düzeyi

4. Sınıf Öğrencilerinin Fen Bilimleri Dersinde Karşılaştıkları Rutin Olmayan Problemleri Çözme Düzeyi

Factors Influencing the Implementation of Cooperative Learning: Elementary School Teacher Education Department Students’ Perspectives

Thinking Process Profile of Senior High School Students in Physics Problem-Solving: Terms of Differences in Emotional Intelligence Levels and Gender

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