The document analyzes students' problem-solving skills in a vocational high school electricity course. It found that students scored 55.9% on understanding problems, 48.7% on planning strategies, 7.7% on implementing strategies, and 13.85% on checking solutions. Overall, students' problem-solving skills were at a very low level, with an average score of 25 out of 100. The study aims to help improve technical education by better understanding students' abilities and challenges in developing problem-solving skills.
Analysis Of Student Problem Solving Skills In Harmonic Motion MaterialsTony Lisko
This document analyzes students' problem solving skills in harmonic motion materials. The study found that students had difficulty with harmonic motion concepts and low problem solving abilities. When presented with problems, students on average scored 41.21% on understanding the problem, 32.24% on applying physics concepts, 14.21% on specifically applying concepts to conditions, 10.11% on correct mathematical procedures, and 2.23% on logical reasoning. Common student mistakes included errors in conveying and assessing solutions. The study concluded that students' problem solving skills were still relatively low and improved learning is needed to strengthen these skills.
The purpose of this study is to describe students’ metacognition level in solving scientific literacy. This research use the descriptive method. The subject of this research is 99 students of grade XI in SMA Batik 2 Surakarta. Data collection methods used are test methods which its instruments based on an indicator of scientific literacy and metacognition ability. Data analysis techniques use quantitative descriptive analysis. The results showed that the achievement of scientific literacy in science as a body of knowledge, science as a way of thinking, science as a way of investigating, and science as an interaction between technology and society is still low at below 35%. This is due to 84% student occupy in low metacognition level that is 30% students in tacit use level, 54% students in aware use level, and only 16% students occupy in high metacognition level that is in strategic use level.
The purpose of this research is to develop test questions of problem solving ability on work-energy material for high school students class X. This type of research is research and development. The model used in this study is ADDIE with the stages of analyzing, planning, developing, implementing, and evaluating, but this study only up to the implementation stage. The test developed in this research consists of three items of problem solving ability description that is multi context. Validation of item was done by content validation and empirical validation. The results of content validation indicate that the average score of test items is 3,125 with good category. The results of empirical validation indicate that there are two valid questions and one invalid question. Two valid questions have a Cronbach Alpha coefficient of 0.807. The results of the implementation of the test showed that the average student problem solving abilities in Question 1 is 17.41 of a maximum score of 25, the lowest score is 10 and the highest is 23. The results of students in the question number 2 by 16.60 of a maximum score of 25, with the lowest score is 10 and the highest is 22. These results indicate that the test instrument is feasible to use to assess students' problem solving abilities.
This document summarizes a research study that examined the relationship between Polya's problem-solving steps and the steps of computational thinking when students solve mathematics problems. The study found that when defining the problem, students performed abstraction and decomposition, consistent with computational thinking. When planning solutions, students used generalization. When implementing plans and checking answers, students used debugging and developing algorithms. So the study concluded that Polya's problem-solving aligns with computational thinking steps when students solve problems in mathematics.
[22 31]examining the influence of technology and project-supported thinking j...Alexander Decker
"Let's produce a condenser in the laboratory."
Student 1: "Okay, we need two metal plates and an insulator between them."
Student 2: "We can use aluminum foil for the plates and wax paper as the insulator."
Analysis Of Student S Difficulties In Solving Physics Problem Impulse And Mo...Amy Cernava
This document discusses a study analyzing students' difficulties in solving physics problems related to impulse and momentum topics. The study identified two main types of difficulties: 1) physical difficulties understanding questions and determining equations, and 2) mathematical difficulties substituting data into equations and performing calculations. Interviews found these difficulties were caused by lack of physics concept understanding, weak math skills, lack of problem-solving practice in learning, and low motivation. The researchers recommend teachers develop strategies to help students overcome these difficulties.
Analysis Of Students Ability In Solving Relation And Functions Problems Base...Vicki Cristol
The document analyzes students' ability to solve relation and function problems based on learning indicators. It finds that students' overall ability is low. Specifically:
- Ability to define relations and functions is low. Students forget definitions.
- Determining examples and non-examples of functions is medium. Most but not all students can distinguish them.
- Determining domain, codomain, and range is medium. Students sometimes confuse range and codomain.
- Drawing arrow and Cartesian diagrams is medium. Students can usually draw them but omit descriptions.
The study indicates students have forgotten basic concepts and recommends teachers focus more on understanding than memorization to improve problem-solving abilities.
Designing an Innovative Assessment of HOTS in the Science Learning for the 21...Md. Mehadi Rahman
Science learning in the 21st century should develop the abilities of the students to find solutions to the problems. This task requires a set of skills called Higher Order Thinking
Skills (HOTS) and innovative assessment should be designed to gauge the acquisition of these skills. Thus, this study aimed to create an innovative HOTS-based assessment tool in
science learning. It entailed a method following the research and development model. It covered the topic of genetics and involved biology experts and junior high school students.
The result initially showed that the assessment tool has high content validity. It further revealed that the items have a high-reliability index and they loaded on components based
on the three HOTS intended for the test. Thus, this paper concludes that the HOTS-based assessment tool is a good classroom test to gauge the science learning of the students.
Analysis Of Student Problem Solving Skills In Harmonic Motion MaterialsTony Lisko
This document analyzes students' problem solving skills in harmonic motion materials. The study found that students had difficulty with harmonic motion concepts and low problem solving abilities. When presented with problems, students on average scored 41.21% on understanding the problem, 32.24% on applying physics concepts, 14.21% on specifically applying concepts to conditions, 10.11% on correct mathematical procedures, and 2.23% on logical reasoning. Common student mistakes included errors in conveying and assessing solutions. The study concluded that students' problem solving skills were still relatively low and improved learning is needed to strengthen these skills.
The purpose of this study is to describe students’ metacognition level in solving scientific literacy. This research use the descriptive method. The subject of this research is 99 students of grade XI in SMA Batik 2 Surakarta. Data collection methods used are test methods which its instruments based on an indicator of scientific literacy and metacognition ability. Data analysis techniques use quantitative descriptive analysis. The results showed that the achievement of scientific literacy in science as a body of knowledge, science as a way of thinking, science as a way of investigating, and science as an interaction between technology and society is still low at below 35%. This is due to 84% student occupy in low metacognition level that is 30% students in tacit use level, 54% students in aware use level, and only 16% students occupy in high metacognition level that is in strategic use level.
The purpose of this research is to develop test questions of problem solving ability on work-energy material for high school students class X. This type of research is research and development. The model used in this study is ADDIE with the stages of analyzing, planning, developing, implementing, and evaluating, but this study only up to the implementation stage. The test developed in this research consists of three items of problem solving ability description that is multi context. Validation of item was done by content validation and empirical validation. The results of content validation indicate that the average score of test items is 3,125 with good category. The results of empirical validation indicate that there are two valid questions and one invalid question. Two valid questions have a Cronbach Alpha coefficient of 0.807. The results of the implementation of the test showed that the average student problem solving abilities in Question 1 is 17.41 of a maximum score of 25, the lowest score is 10 and the highest is 23. The results of students in the question number 2 by 16.60 of a maximum score of 25, with the lowest score is 10 and the highest is 22. These results indicate that the test instrument is feasible to use to assess students' problem solving abilities.
This document summarizes a research study that examined the relationship between Polya's problem-solving steps and the steps of computational thinking when students solve mathematics problems. The study found that when defining the problem, students performed abstraction and decomposition, consistent with computational thinking. When planning solutions, students used generalization. When implementing plans and checking answers, students used debugging and developing algorithms. So the study concluded that Polya's problem-solving aligns with computational thinking steps when students solve problems in mathematics.
[22 31]examining the influence of technology and project-supported thinking j...Alexander Decker
"Let's produce a condenser in the laboratory."
Student 1: "Okay, we need two metal plates and an insulator between them."
Student 2: "We can use aluminum foil for the plates and wax paper as the insulator."
Analysis Of Student S Difficulties In Solving Physics Problem Impulse And Mo...Amy Cernava
This document discusses a study analyzing students' difficulties in solving physics problems related to impulse and momentum topics. The study identified two main types of difficulties: 1) physical difficulties understanding questions and determining equations, and 2) mathematical difficulties substituting data into equations and performing calculations. Interviews found these difficulties were caused by lack of physics concept understanding, weak math skills, lack of problem-solving practice in learning, and low motivation. The researchers recommend teachers develop strategies to help students overcome these difficulties.
Analysis Of Students Ability In Solving Relation And Functions Problems Base...Vicki Cristol
The document analyzes students' ability to solve relation and function problems based on learning indicators. It finds that students' overall ability is low. Specifically:
- Ability to define relations and functions is low. Students forget definitions.
- Determining examples and non-examples of functions is medium. Most but not all students can distinguish them.
- Determining domain, codomain, and range is medium. Students sometimes confuse range and codomain.
- Drawing arrow and Cartesian diagrams is medium. Students can usually draw them but omit descriptions.
The study indicates students have forgotten basic concepts and recommends teachers focus more on understanding than memorization to improve problem-solving abilities.
Designing an Innovative Assessment of HOTS in the Science Learning for the 21...Md. Mehadi Rahman
Science learning in the 21st century should develop the abilities of the students to find solutions to the problems. This task requires a set of skills called Higher Order Thinking
Skills (HOTS) and innovative assessment should be designed to gauge the acquisition of these skills. Thus, this study aimed to create an innovative HOTS-based assessment tool in
science learning. It entailed a method following the research and development model. It covered the topic of genetics and involved biology experts and junior high school students.
The result initially showed that the assessment tool has high content validity. It further revealed that the items have a high-reliability index and they loaded on components based
on the three HOTS intended for the test. Thus, this paper concludes that the HOTS-based assessment tool is a good classroom test to gauge the science learning of the students.
The effects of collaborative learning on problem solving abilities among seni...Alexander Decker
This study investigated the effects of collaborative learning on problem solving abilities among senior secondary physics students learning about simple harmonic motion (SHM). The study found that:
1) Most physics teachers in the schools studied lacked proper teaching qualifications.
2) Students faced difficulties with SHM problems due to lack of understanding terms, basic math skills, and confidence. They benefited from collaborative learning and computer simulations.
3) Students taught with collaborative learning scored significantly higher on problem solving tests than those taught with traditional methods, showing collaborative learning improved problem solving abilities in SHM.
Analysis Of Students Critical Thinking Skill Of Middle School Through STEM E...Amy Cernava
The document describes a study that analyzed Japanese middle school students' critical thinking skills through a STEM education project-based learning program about wastewater treatment. The study involved 160 students divided into groups who completed worksheets and designed tools to clean wastewater over six lessons integrating science, technology, engineering and math concepts. Lessons progressed from introducing concepts to designing and optimizing solutions. Students' critical thinking was assessed using a rubric and most scored as "practicing thinkers", able to critique plans and construct realistic critiques. The goal was to improve students' awareness of clean water needs and critical thinking skills through STEM and project-based learning.
A scenario based learning of electrical circuitsAlexander Decker
This document presents a framework for teaching electrical circuits using scenario-based learning. The framework consists of 5 activities where student teams use simulation software to explore series, parallel, and combination circuits. Through guided discovery and discussion, students learn the concepts of voltage, current, and resistance in different circuit types. The goal is for students to develop problem-solving skills and gain a conceptual understanding of electrical principles. Assessment involves discussion as students compare their predictions and findings. The scenario is designed using constructivist and cooperative learning principles to actively engage students in building knowledge through hands-on exploration and peer collaboration.
Application of Graph Theory in an Intelligent Tutoring System for Solving Mat...Valerie Felton
This document discusses applying graph theory to develop a model for solving mathematical word problems involving motion in an intelligent tutoring system. It first categorizes motion problems based on characteristics like number of vehicles and their direction of motion. It then proposes using a graph structure to represent the relationships between variables in motion problems. Finally, it outlines three main models for solving different categories of motion problems using graph theory techniques like backward and forward chaining.
A Development of Students’ Worksheet Based on Contextual Teaching and LearningIOSRJM
This research is aimed at developing the students’ worksheet to determine the quality of validity and practicality aspects based on expert’s assessment of materials, expert’s design, media specialists, an individual assessment of students’ testing, a small group assessment of students trial, and a field trials assessment of students.This study is adapted from the development of ADDIE model which consists of 5 stages: 1) Analysis, 2) design, 3) Development, 4) Implementation, and 5) evaluation. The results showed that the quality of students' worksheet of mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning basically on the assessment of: 1) the experts’ of subject materials is obtained a total average of 3.81 is included in the category of "Good" or scored 76.2 % which is included in the category of "Very Decent", 2) the experts’ design is obtained a total average of 3.62 which is included in the category of "Good" or scored 72.4% which is included in the category "Decent", 3) the experts’ of media is obtained scored 4:43 which is included in the category of "Good" or scored 88.6% which is in the category of "Very Decent".Whereas, the assessment by the students is done in three stages: 1) an individual assessment of students’ testing is obtained average total of 4.75 which is included in the category of "Very Good" or 95% which is included in the category of "Very Decent", 2) a small group assessment of students trial is obtained total average of 4:58 which is included in the category of "Very Good" or scored 91.6% thus it is included in the category of "Very Decent", 3) a field trials assessment of students is obtained a total average of 4:43 which is included in the category of "Very Good" or scored 88.6% thus it is included in the category of "Very Decent". Thus mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning (CTL) is declared valid and practical so it can be used as the learning equipment of mathematics at the factorization material algebra.
The student conception needed to analyze problems and obtain effective
solutions. It is also required to train students to think reflective and
argumentative, so expressing student conception is necessary. This research
aimed to describe the schemes of students' conception through digital
arguments in online learning. This research was descriptive qualitative by
uncovering students 'digital arguments and making schemes of students'
understanding based on digital arguments presented in written discussions.
Research Data were from electronic discussion forums, and unstructured
interviews in biology and physics. The analysis results describe that digital
argumentation can use to schemes students' conception.
Assessing Science Critical Thinking Skills Of Fifth Graders Through Design Ba...Jody Sullivan
This study aimed to develop and validate instruments to assess 5th grade students' critical thinking skills in science related to two topics: living things and force/friction. The study used a design-based research approach to develop STEM modules integrating critical thinking activities and worksheets. Pre- and post-tests were administered using the newly developed instruments to measure students' critical thinking skills before and after the STEM modules. Results from validity and reliability analyses supported that the instruments were valid and reliable measures of students' critical thinking as unidimensional constructs. Comparing pre- and post-test scores indicated that the STEM modules improved students' skills in interpreting, analyzing, and inferring related to the science topics. The validated instruments
A Review Of TRIZ And Its Benefits Challenges In Stimulating Creativity In Pro...Susan Campos
This document provides a literature review and case study on using TRIZ (Theory of Inventive Problem Solving), a methodology for creative problem solving originally developed in Russia, to teach problem solving skills to pre-university students in Malaysia. The study found that using TRIZ tools like functional analysis, 40 inventive principles, and contradiction matrix improved students' abilities in problem finding, idea generation, and overall problem solving. However, teaching TRIZ also presented challenges. The document aims to help TRIZ instructors effectively teach these tools to pre-university learners.
This document summarizes the steps to get writing assistance from the website HelpWriting.net:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline and sample work.
3. Choose a writer based on their bid, qualifications, history and feedback to start the assignment.
4. Review the completed paper and authorize payment or request free revisions until satisfied.
The document provides instructions for writing a research paper on barium sulfate. It begins by explaining that barium sulfate is commonly obtained from barite ore, which is processed through carbothermal reduction with coke to produce barium sulfide. Barium sulfide is then treated with sulfuric acid or sulfate salts to produce highly pure barium sulfate, also called blanc fixe. The summary then discusses how barium sulfate is generated in the laboratory by combining barium and sulfate salt solutions, and precipitating as a fine powder. Finally, it notes the accidental discovery that barium sulfate glows under UV light led to the first synthetic phosphor.
The document discusses the steps to get writing assistance from HelpWriting.net, including creating an account, completing an order form with instructions and deadline, and having writers bid on the request before choosing one and placing a deposit to start the assignment. The process utilizes a bidding system where the requester can review bids from qualified writers and select one based on their qualifications, order history, and feedback from previous clients. Once the paper is received, the client can review it and authorize final payment if pleased or request revisions through HelpWriting.net's free revision policy.
Research Paper Psychiatric And Mental Health NursinAddison Coleman
This document provides instructions for requesting and completing an assignment writing request on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account, 2) Complete an order form with instructions and deadline, 3) Review bids from writers and select one, 4) Review the completed paper and authorize payment, 5) Request revisions if needed, knowing the site guarantees original, high-quality content or a full refund. The purpose is to guide users through obtaining writing help from the site in a secure manner.
The document provides instructions for creating an account and submitting an assignment request on the HelpWriting.net website. Users must register with a password and email, then complete a form with assignment details, sources, and deadline. Writers will bid on the request, and the user can choose a writer based on qualifications, history, and feedback. After receiving the paper, the user can request revisions until satisfied.
The document provides instructions for submitting a paper writing request on the HelpWriting.net website in 5 steps:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline, and attach a sample work.
3. Review bids from writers and choose one based on qualifications, history, and feedback, then pay a deposit.
4. Review the completed paper and authorize full payment if satisfied, or request free revisions.
5. Request multiple revisions to ensure satisfaction, and the company guarantees original, high-quality work with refunds for plagiarism.
The document provides steps for requesting writing assistance from HelpWriting.net:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline, and attaching a sample if wanting the writer to imitate writing style.
3. Review bids from writers and choose one based on qualifications, order history, and feedback, then pay a deposit to start the assignment.
4. Review the completed paper and authorize full payment if satisfied, or request free revisions. HelpWriting.net guarantees original, high-quality work or a full refund.
Here are some key ways people tried to overcome influenza in 1918 based on the information provided:
- Practice good hygiene like washing hands frequently, coughing/sneezing into a tissue or elbow, and avoiding contact with sick people. Good hygiene is still the first line of defense against spreading germs.
- Isolate the sick. With no vaccine yet, quarantining those infected was crucial to containing the spread. Hospitals were overwhelmed so the sick were often cared for at home in isolation.
- Improve sanitation in crowded areas like military camps and cities. Poor sanitation allowed diseases to spread rapidly in crowded, unsanitary conditions exacerbated by war.
- Strengthen the immune system
Printable 11 Student Project Proposal Examples Pdf WAddison Coleman
The Spanish American War affected the Philippines in the following ways:
1) The Philippines was a Spanish colony that the U.S. captured from Spain after the war.
2) The U.S. then governed the Philippines and aimed to establish self-governance.
3) This changed the Philippines from being ruled by Spain to coming under U.S. control and moving toward independence.
The document provides instructions for requesting writing help from HelpWriting.net in 5 steps: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a full refund option for plagiarized work.
This document describes an experiment using thin layer chromatography (TLC) and column chromatography to separate and analyze mixtures. TLC will be used to separate a mixture of acetaminophen, aspirin, caffeine, and ibuprofen on silica gel plates. Column chromatography will be employed to isolate β-carotene from spinach. The Rf values of each substance will be calculated to identify the components in the mixtures.
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The effects of collaborative learning on problem solving abilities among seni...Alexander Decker
This study investigated the effects of collaborative learning on problem solving abilities among senior secondary physics students learning about simple harmonic motion (SHM). The study found that:
1) Most physics teachers in the schools studied lacked proper teaching qualifications.
2) Students faced difficulties with SHM problems due to lack of understanding terms, basic math skills, and confidence. They benefited from collaborative learning and computer simulations.
3) Students taught with collaborative learning scored significantly higher on problem solving tests than those taught with traditional methods, showing collaborative learning improved problem solving abilities in SHM.
Analysis Of Students Critical Thinking Skill Of Middle School Through STEM E...Amy Cernava
The document describes a study that analyzed Japanese middle school students' critical thinking skills through a STEM education project-based learning program about wastewater treatment. The study involved 160 students divided into groups who completed worksheets and designed tools to clean wastewater over six lessons integrating science, technology, engineering and math concepts. Lessons progressed from introducing concepts to designing and optimizing solutions. Students' critical thinking was assessed using a rubric and most scored as "practicing thinkers", able to critique plans and construct realistic critiques. The goal was to improve students' awareness of clean water needs and critical thinking skills through STEM and project-based learning.
A scenario based learning of electrical circuitsAlexander Decker
This document presents a framework for teaching electrical circuits using scenario-based learning. The framework consists of 5 activities where student teams use simulation software to explore series, parallel, and combination circuits. Through guided discovery and discussion, students learn the concepts of voltage, current, and resistance in different circuit types. The goal is for students to develop problem-solving skills and gain a conceptual understanding of electrical principles. Assessment involves discussion as students compare their predictions and findings. The scenario is designed using constructivist and cooperative learning principles to actively engage students in building knowledge through hands-on exploration and peer collaboration.
Application of Graph Theory in an Intelligent Tutoring System for Solving Mat...Valerie Felton
This document discusses applying graph theory to develop a model for solving mathematical word problems involving motion in an intelligent tutoring system. It first categorizes motion problems based on characteristics like number of vehicles and their direction of motion. It then proposes using a graph structure to represent the relationships between variables in motion problems. Finally, it outlines three main models for solving different categories of motion problems using graph theory techniques like backward and forward chaining.
A Development of Students’ Worksheet Based on Contextual Teaching and LearningIOSRJM
This research is aimed at developing the students’ worksheet to determine the quality of validity and practicality aspects based on expert’s assessment of materials, expert’s design, media specialists, an individual assessment of students’ testing, a small group assessment of students trial, and a field trials assessment of students.This study is adapted from the development of ADDIE model which consists of 5 stages: 1) Analysis, 2) design, 3) Development, 4) Implementation, and 5) evaluation. The results showed that the quality of students' worksheet of mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning basically on the assessment of: 1) the experts’ of subject materials is obtained a total average of 3.81 is included in the category of "Good" or scored 76.2 % which is included in the category of "Very Decent", 2) the experts’ design is obtained a total average of 3.62 which is included in the category of "Good" or scored 72.4% which is included in the category "Decent", 3) the experts’ of media is obtained scored 4:43 which is included in the category of "Good" or scored 88.6% which is in the category of "Very Decent".Whereas, the assessment by the students is done in three stages: 1) an individual assessment of students’ testing is obtained average total of 4.75 which is included in the category of "Very Good" or 95% which is included in the category of "Very Decent", 2) a small group assessment of students trial is obtained total average of 4:58 which is included in the category of "Very Good" or scored 91.6% thus it is included in the category of "Very Decent", 3) a field trials assessment of students is obtained a total average of 4:43 which is included in the category of "Very Good" or scored 88.6% thus it is included in the category of "Very Decent". Thus mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning (CTL) is declared valid and practical so it can be used as the learning equipment of mathematics at the factorization material algebra.
The student conception needed to analyze problems and obtain effective
solutions. It is also required to train students to think reflective and
argumentative, so expressing student conception is necessary. This research
aimed to describe the schemes of students' conception through digital
arguments in online learning. This research was descriptive qualitative by
uncovering students 'digital arguments and making schemes of students'
understanding based on digital arguments presented in written discussions.
Research Data were from electronic discussion forums, and unstructured
interviews in biology and physics. The analysis results describe that digital
argumentation can use to schemes students' conception.
Assessing Science Critical Thinking Skills Of Fifth Graders Through Design Ba...Jody Sullivan
This study aimed to develop and validate instruments to assess 5th grade students' critical thinking skills in science related to two topics: living things and force/friction. The study used a design-based research approach to develop STEM modules integrating critical thinking activities and worksheets. Pre- and post-tests were administered using the newly developed instruments to measure students' critical thinking skills before and after the STEM modules. Results from validity and reliability analyses supported that the instruments were valid and reliable measures of students' critical thinking as unidimensional constructs. Comparing pre- and post-test scores indicated that the STEM modules improved students' skills in interpreting, analyzing, and inferring related to the science topics. The validated instruments
A Review Of TRIZ And Its Benefits Challenges In Stimulating Creativity In Pro...Susan Campos
This document provides a literature review and case study on using TRIZ (Theory of Inventive Problem Solving), a methodology for creative problem solving originally developed in Russia, to teach problem solving skills to pre-university students in Malaysia. The study found that using TRIZ tools like functional analysis, 40 inventive principles, and contradiction matrix improved students' abilities in problem finding, idea generation, and overall problem solving. However, teaching TRIZ also presented challenges. The document aims to help TRIZ instructors effectively teach these tools to pre-university learners.
Similar to Analysis of Problem Solving Skills in the Vocational High School Using Direct Current Electricity as A Case Study.pdf (11)
This document summarizes the steps to get writing assistance from the website HelpWriting.net:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline and sample work.
3. Choose a writer based on their bid, qualifications, history and feedback to start the assignment.
4. Review the completed paper and authorize payment or request free revisions until satisfied.
The document provides instructions for writing a research paper on barium sulfate. It begins by explaining that barium sulfate is commonly obtained from barite ore, which is processed through carbothermal reduction with coke to produce barium sulfide. Barium sulfide is then treated with sulfuric acid or sulfate salts to produce highly pure barium sulfate, also called blanc fixe. The summary then discusses how barium sulfate is generated in the laboratory by combining barium and sulfate salt solutions, and precipitating as a fine powder. Finally, it notes the accidental discovery that barium sulfate glows under UV light led to the first synthetic phosphor.
The document discusses the steps to get writing assistance from HelpWriting.net, including creating an account, completing an order form with instructions and deadline, and having writers bid on the request before choosing one and placing a deposit to start the assignment. The process utilizes a bidding system where the requester can review bids from qualified writers and select one based on their qualifications, order history, and feedback from previous clients. Once the paper is received, the client can review it and authorize final payment if pleased or request revisions through HelpWriting.net's free revision policy.
Research Paper Psychiatric And Mental Health NursinAddison Coleman
This document provides instructions for requesting and completing an assignment writing request on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account, 2) Complete an order form with instructions and deadline, 3) Review bids from writers and select one, 4) Review the completed paper and authorize payment, 5) Request revisions if needed, knowing the site guarantees original, high-quality content or a full refund. The purpose is to guide users through obtaining writing help from the site in a secure manner.
The document provides instructions for creating an account and submitting an assignment request on the HelpWriting.net website. Users must register with a password and email, then complete a form with assignment details, sources, and deadline. Writers will bid on the request, and the user can choose a writer based on qualifications, history, and feedback. After receiving the paper, the user can request revisions until satisfied.
The document provides instructions for submitting a paper writing request on the HelpWriting.net website in 5 steps:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline, and attach a sample work.
3. Review bids from writers and choose one based on qualifications, history, and feedback, then pay a deposit.
4. Review the completed paper and authorize full payment if satisfied, or request free revisions.
5. Request multiple revisions to ensure satisfaction, and the company guarantees original, high-quality work with refunds for plagiarism.
The document provides steps for requesting writing assistance from HelpWriting.net:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline, and attaching a sample if wanting the writer to imitate writing style.
3. Review bids from writers and choose one based on qualifications, order history, and feedback, then pay a deposit to start the assignment.
4. Review the completed paper and authorize full payment if satisfied, or request free revisions. HelpWriting.net guarantees original, high-quality work or a full refund.
Here are some key ways people tried to overcome influenza in 1918 based on the information provided:
- Practice good hygiene like washing hands frequently, coughing/sneezing into a tissue or elbow, and avoiding contact with sick people. Good hygiene is still the first line of defense against spreading germs.
- Isolate the sick. With no vaccine yet, quarantining those infected was crucial to containing the spread. Hospitals were overwhelmed so the sick were often cared for at home in isolation.
- Improve sanitation in crowded areas like military camps and cities. Poor sanitation allowed diseases to spread rapidly in crowded, unsanitary conditions exacerbated by war.
- Strengthen the immune system
Printable 11 Student Project Proposal Examples Pdf WAddison Coleman
The Spanish American War affected the Philippines in the following ways:
1) The Philippines was a Spanish colony that the U.S. captured from Spain after the war.
2) The U.S. then governed the Philippines and aimed to establish self-governance.
3) This changed the Philippines from being ruled by Spain to coming under U.S. control and moving toward independence.
The document provides instructions for requesting writing help from HelpWriting.net in 5 steps: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a full refund option for plagiarized work.
This document describes an experiment using thin layer chromatography (TLC) and column chromatography to separate and analyze mixtures. TLC will be used to separate a mixture of acetaminophen, aspirin, caffeine, and ibuprofen on silica gel plates. Column chromatography will be employed to isolate β-carotene from spinach. The Rf values of each substance will be calculated to identify the components in the mixtures.
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2. Analysis of Problem Solving Skills in the Vocational High School using Direct Current Electricity as a Case Study
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This is reinforced in the Partnership for 21st Century Skills which states that problem
solving skills are one of the skills that need to be mastered to succeed in life and work
(Kurniawan, et al., 2018). Problem-solving skills is the ability of an individual to think
through several steps in solving a physical problem. According to Polya (1973), there
are four steps that can be taken to solve a problem, namely (1) understanding the
problem, (2) planning strategy, (3) implementing the strategy, and (4) checking the
solution.
The importance of problem-solving skills can be seen from many current studies that
examine problem-solving skills. Several studies related to problem-solving skills such
as by Riantoni (2017), Sari et al (2018), and Kurniawan (2018) show the results of
problem-solving skills analysis in electric circuits. Based on some of these studies,
problem solving skills is one of the important skills to be analyzed. Physics learning
should not focus on mastery of materials to solve problems, but connect students to
explore knowledge and experiences gained during learning in school (Astutiani, 2017).
Moreover, Physics as a science that studies natural phenomena and interactions with
objects in the environment around us (Asiyah et al., 2019).
Meanwhile, problem-solving studies have been extensively conducted, yet the
concept of direct current electricity related to problem-solving skills is rarely performed
(Yuliati et al, 2018). The concept of electricity is one of the important concepts in physics
learning that must be mastered by students, because in their daily lives they use the
concept of electricity. Direct current electricity is one of the learning materials presented
to students at the secondary school level. Direct current electricity energy is electrical
energy that flows due to the movement of charge per unit time known as electric
current. The electric current comes from the negative pole to the positive pole in other
words it moves from the negative pole to the low potential. Differences in these
conditions cause potential differences that cause electric currents (Serway & Jewett,
2014; Giancoli, 2014). Electric circuits’ energy is a material that cannot be directly
observed and is difficult to learn if only based on theory, but practicum activities are
needed to strengthen students ’understanding in understanding the concept of dynamic
electricity (Rizaldi et al., 2020). Basic concepts of Electric circuits such as Ohm’s law,
electric current, voltage, series and parallel resistance, electric energy and power are
important concepts that must be mastered by students (Riantoni et al., 2017).
One of the factors that make it difficult for students to solve dynamic electrical
problems is the low skills of students to apply concepts in the problem-solving process
(Riantoni, 2017). Problem solving is a key element in science learning and is one of the
essential skills in physics concepts. Problem-solving skills focus on characteristics and
reasoning as well as the ability to relate various representations related to physical
concepts (Docktor et al, 2016). Several physics researchers have investigated problem-
solving skills by observing how expert students and novice students solve physics
problems (Yuliati et al., 2018). Expert students parse qualitative problem information by
finding solution strategies before giving answers, apply problem-solving concepts in an
organized way, organize knowledge in an organized way, have ways of facilitating
problem solving and have a strong understanding of concepts (Hull et al., 2013; Docktor
et al., 2016).
Novice students, on the other hand, give answers that match the problem statement,
focus on the quantitative value of existing problems, have little conceptual
understanding and are not structured and consist of random facts, are slow to find
alternatives in case of difficulty, and have low comprehension and comprehension.
3. Analysis of Problem Solving Skills in the Vocational High School using Direct Current Electricity as a Case Study
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Skills in applying knowledge so as to become a barrier in problem solving (Hull et al,
2013). Students in solving physics problems often require mathematical calculations.
This makes it difficult for students to solve problems (Sari, et al., 2018). In addition,
students tend to ignore conceptual information which is also a factor influencing
students’ low problem-solving skills (Irawan et al., 2016). Based on this, the researcher
intends to know and analyze the ability to solve the initial problems of vocational high
school students on direct current electricity.
RESEARCH METHOD
General Background
This type of research is descriptive quantitative research. This study describes the skill
to solve problems students of vocational high school on electric circuits. The method
used in this study is survey method. The study data used test result data describing the
initial skills of vocational students in electric circuits’ materials.
Participants
The population in this study was students of grades 10, 11 and 12 of the electrical
engineering specialty program. The subjects of this study are a total of 39 students of
grade 10 and 11 electrical engineering expertise program at Muhammadiyah 3
vocational high school, Gresik academic year 2021/2022 which consists of 2 classes.
Instrument and Procedures
Data collection techniques use problem-solving skills test instruments on electrical
circuits’ materials. The research flow of this research is shown in Figure 1.
Figure 1. The research flowchart.
Data Analysis
The instrument used in the form of a description of 5 questions compiled based on four
indicators of problem-solving skill namely, 1) understanding the problem, 2) planning
strategy, 3) implementing the strategy, and 4) checking the solution. The instrument
was validated by 3 validators consisting of three expert validators. Validity and
Observation
Instrument
Arrangment
Instrument
Validation
Data
Collection
Analysis
Data
Discussion
Conclusion
Invalid Valid
4. Analysis of Problem Solving Skills in the Vocational High School using Direct Current Electricity as a Case Study
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reliability test analysis was conducted using SPSS version 23 to ensure and analyze the
level of validity of the instrument used based on the validation values obtained from
students' answer sheets. The instrument is declared valid and shows conformity if it
meets the criteria according to Table 1.
Table 1. Category basic decision making for instrument validity.
Basic of decision making Explanation
r count > r table Valid
Sig < 0,05 dan positive value Valid
(Shohib et al., 2021)
Apart from the validity test, the instrument is declared valid and subsequently tested
for its reliability. Instruments that have been tested for their validity and reliability,
automatically the research results (data) become authentic and reliable (Sugiyono,
2017). Instrument reliability calculations using Cronbach Alpha analysis using SPSS
version 23. A problem-solving skills test instrument is said to be reliable if the Cronbach
Alpha value is > 0.6 (Sugiyono, 2017). Problem-solving skills data on electrical circuits’
materials were then analyzed based on the problem-solving skills categories listed in
Table 2 using a scale range of 0–100 with very low to very good criteria. The criteria for
the value range of problem solving skills are described in Table 2.
Table 2. Criteria for the average value of problem solving skill.
(Mawaddah, 2015)
RESULTS AND DISCUSSION
The test result data were tested for validity and reliability using SPSS. The validity of
the test conducted by the expert verifier states that the problem-solving skills on the
developed electrical circuits’ material is valid. Test the validity and reliability of the
data with SPSS version 23 are presented in Table 3 and Table 4.
Table 3. Validity results using SPSS.
Problem solving questions r-count Sig Explanation
1 0,806 0,000 Valid
2 0,767 0,000 Valid
3 0,838 0,000 Valid
4 -0,275 0,090 Invalid
5 0,513 0,001 Valid
Based on the data in Table 3, shows the value of r-count > r table are r count > 0.316.
This is shown in questions numbers 1, 2, 3, and 5 are said to be valid the question has r -
count value> r table. Question number 1 has r-count> r table 0.806> 0.316. Question
number 2 has r-count> r table 0.767> 0.316. Question number 3 has r-count > r tables 0,
838> 0, 316. Question number 5 has r-count tables> r 0.513> 0.316. While question
Score Criteria of problem solving
85-100 Very high
70-84 High
55-69 Medium
50-54 Low
0-49 Very low
5. Analysis of Problem Solving Skills in the Vocational High School using Direct Current Electricity as a Case Study
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number 4 is said to be invalid, the value of r -count <r of the table is -0.275 > 0.316. It
can therefore be concluded that the instrument that has been developed is valid. The
instrument can be used to measure what is to be measured. In addition, the validity
value of the problem-solving skill is tested for reliability to determine whether the
instrument is reliable or not. Reliability tests using SPSS version 23 are shown in Table
4.
Table 4. Reliability statistics using SPSS.
Problem solving
questions
Cronbach alpha
if item delete
Explanation
1 0,593 Reliable
2 0,619 Reliable
3 0,641 Reliable
5 0,791 Reliable
Based on the data in Table 4, the results of the reliability test using SPSS version 23
found that the questions are reliable with a Cronbach's alpha coefficient value of 0.733,
meaning that the instrument is consistent if the measurement is repeated. Students
problem-solving skills was measured using descriptive question -shaped tests, then
analyzed individually, overall scores, each problem-solving indicator, and the
percentage of each problem-solving indicator were used to determine the extent of
students' problem-solving skills. Data related to the solving skills of each student can be
seen in Table 5.
Table 5. The results of the analysis of students’ problem solving skills.
Intial Students Score Category Intial
Students
Score Category
1 36 Very low 21 20 Very low
2 44 Very low 22 20 Very low
3 32 Very low 23 24 Very low
4 36 Very low 24 20 Very low
5 36 Very low 25 24 Very low
6 36 Very low 26 16 Very low
7 24 Very low 27 20 Very low
8 32 Very low 28 20 Very low
9 24 Very low 29 24 Very low
10 28 Very low 30 20 Very low
11 28 Very low 31 4 Very low
12 24 Very low 32 12 Very low
13 32 Very low 33 20 Very low
14 36 Very low 34 8 Very low
15 20 Very low 35 20 Very low
16 44 Very low 36 24 Very low
17 48 Very low 37 20 Very low
18 36 Very low 38 20 Very low
19 28 Very low 39 20 Very low
20 4 Very low
Average score 25 Very low
Based on the data in Table 5, we can see that none of the students have excellent
problem-solving skills. 39 students had problem-solving skills with very low categories.
6. Analysis of Problem Solving Skills in the Vocational High School using Direct Current Electricity as a Case Study
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Based on the marks of 39 students, the average problem-solving skills is 25, meaning
that students in class X and XI at Muhammadiyah 3 vocational high school, Gresik have
low problem-solving skills regarding electrical circuits. After analyzing each
individual's problem - solving skills, an analysis of the achievement of each problem -
solving indicator is carried out in Figure 2.
Figure 2. Analysis of problem solving skills indicators.
Based on the graph above, it can be concluded that 39 students have the level of
problem-solving skills on electrical circuits’ materials which is categorized in very weak
category. The problem-solving skills of students is seen from each of the problem-
solving indicators that can be seen in Figure 2. Students are able to understand the
problem including formulating the problem. Problem formulation becomes the most
important reference before research activities. Some students were able to formulate
problems with a percentage of 55.90%. We can see in Table 2 that understanding the
problem indicator has the highest percentage of achievement, when compared to other
indicators. This indicates that the problem comprehension indicator is the most
mastered indicator by students in problem solving problem solving.
In the second indicator which is planning strategy, it is measured by the skills to
determine the problem variables and formulate hypotheses from the results of the
analysis, the percentage is 48.70%. This shows that students are able to relate the
reciprocity (cause and effect) of existing problems well. Students can understanding the
problem well, will tend to be able to plan strategies (Hidayatulloh et al., 2016). In this
indicator, students are required to assume and process various information obtained
correctly, but when wrong, then actions taken by students at the problem-solving skill
level will also experience errors (Nyachwaya et al., 2014). This is in line with a study
conducted by (Mason & Singh, 2016) who stated that problem-solving students do not
use problem-solving approaches involving the same physical principles, but most of
them use logic rather than using physical principles to answer conceptual problems
physics
In the third indicator which is implementing the strategy, students do not
understand the given question, almost all students are deceived by the problem
presented in the question and do not fully explain the concepts used in the question.
The data obtained, almost all students could not solve the problem well which is a
percentage of 7.7%. This third indicator is the indicator that has the lowest percentage
of achievement among other indicators in problem-solving skills. Adequate categories
obtained in this third indicator indicate that students still face difficulties in
implementing the strategies or problems created. This difficulty stems from illogical
Information:
a : understanding the problem
b : planning a strategy
c : implementing a srategy
d : checking the solution
7. Analysis of Problem Solving Skills in the Vocational High School using Direct Current Electricity as a Case Study
307
solution planning and deviates from existing theories, so that the answers are incorrect,
in fact there are many students who leave the answer sheets blank. Students are also
rarely trained in problem-solving skills. This is in line with the study of Rasiman (2013)
who stated that the limitations of students in understanding the material make it
difficult for students to relate existing information with the completion plan to be
carried out.
Problem-solving plans will be well designed, if supported by good student
knowledge (Hadi, 2019). In addition, the factor is the lack of accuracy of students in
reading the questions. Questions in the form of long text make students less thorough,
so that the problem planning made is also less optimal and even illogical. This suggests
that students who design problem solutions but are not logical, will make the
implementation of the plan inappropriate and not in accordance with the intended
solution plan (Yanti, et al., 2016). At this stage students ’numeracy skills are required in
problem solving (Syahril et al., 2021).
The fourth indicator is to checking the solution or evaluate the solution (evaluate the
solution), students are expected to draw conclusions in response to the problem given
in the question. There are still a handful of students who can draw conclusions correctly
based on theory, a percentage of 13.8% can be seen, which can be seen in Figure 2.
Students have not been able to draw conclusions by rewriting the theory of the
problem. This is in line with the study of Sanjaya, et al (2017) who stated that students
tend to feel confident and satisfied with the solutions developed, without having to
look for other alternatives. The skills to draw conclusions, identify errors in
calculations, use formula errors, check the match between what has been found with
what was asked as well as being able to explain the truth of answers are indicators of
achievement from checking answers (Mawaddah & Anisah, 2015).
The measurement of problem-solving skills is based on the process carried out by
students on the answer sheets in solving problems which are arranged according to the
problem-solving steps according to Polya. The following is presented in Table 6
regarding the analysis of problem-solving skills in solving electrical circuits’ problems.
Data were taken from 1 answer of 39 students of class X and XII of electrical
engineering specialty programs.
Table 6. Analysis of problem solving skills in solving dynamic electrical problems.
Intial Students
Polya step solution
1 2 3 4
1 √ √ √ √
2 √ √ √ -
3 √ √ - √
4 √ - - √
5 √ √ √ √
6 √ √ √ -
7 - √ - -
8 √ √ √ √
9 √ √ - -
10 √ √ √ -
11 √ √ √ √
12 √ √ √ -
13 √ √ - √
8. Analysis of Problem Solving Skills in the Vocational High School using Direct Current Electricity as a Case Study
308
Intial Students
Polya step solution
1 2 3 4
14 √ √ √ √
15 √ √ - -
16 √ √ √ √
17 √ √ √ √
18 √ √ √ √
19 √ √ √ -
20 - - - -
21 - √ - -
22 - √ - -
23 - √ - -
24 - √ - -
25 - √ - -
26 - √ - -
27 - √ - -
28 - √ - -
29 - √ - -
30 - √ - -
31 - - - -
32 - √ - -
33 - √ - -
34 - √ - -
35 - √ - -
36 - √ - -
37 - √ - -
38 - √ - -
39 - √ - -
Total 18 36 13 11
From the problem-solving skills test results, there are 2 students who have not been
able to solve the question according to Polya step, 3 students can solve the question up
to the third step, and 9 students can solve the question up to the fourth step or can solve
the question completely and correctly. 18 students could only solve the problem in the
second step, 3 students could solve the problem up to the second step, and 4 other
students could not solve the problem according to Polya’s step. It can be concluded that
there are still many students who do not understand the material well. Limitations in
understanding the material make it difficult for students to relate information to
problem-solving design. Also, most students were less careful in reading the questions
and rushed to answer the questions. This is in line with the study conducted by
Maemunah, et al (2019) who stated that problem solving at the problem solving stage
takes a long time in its process and cannot be done in a hurry. The skills to practice
problem solving in the learning process can give rise to critical thinking and problem
solving perceptions (Hidayatulloh et al., 2020).
CONCLUSION
Based on the research results, problem-solving skills required for the 21st century
education, where a number of students from Muhammadiyah 3 Vocational High
9. Analysis of Problem Solving Skills in the Vocational High School using Direct Current Electricity as a Case Study
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School, Gresik specialized in electrical engineering were involved as targeted people. In
general, students’ problem solving skill on all indicators are in the low category. The
current study aims to determine student’s profiles on the skills at the initial stage for a
given subject of electric circuits in class activities using the descriptive method, where
the instruments for data collection were made using Polya's steps. The findings were
thus obtained from performance indicators: understanding the problem (55.9%),
planning strategy for the solution (48.7%), implementing the strategy (7.7%), and
checking the solution (13.85%). In conclusion, the results shows that students’ skills on
problem-solving was found at a very low level. These reflect the effects of assessment,
learning model, learning materials used in the study. For future work, it is interesting to
see whether PBL-STEM based worksheets with PhET is applicable to improve students'
problem-solving skills in the vocational high school students.
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*Riska Dwi Anggraini, S.Pd. (Corresponding Author)
Postgraduate of Natural science Education Programme,
State University of Surabaya,
Kampus Lidah Wetan, jalan Kampus Lidah Unesa, Surabaya 60213, Indonesia
Email: riska.20005@mhs.unesa.ac.id
Prof. Tjipto Prastowo, Ph.D.
Postgraduate of Natural science Education Programme,
State University of Surabaya,
Kampus Lidah Wetan, jalan Kampus Lidah Unesa, Surabaya 60213, Indonesia
Email: tjiptoprastowo@unesa.ac.id
Dr. Elok Sudibyo, M.Pd
Postgraduate of Natural science Education Programme,
State University of Surabaya,
Kampus Lidah Wetan, jalan Kampus Lidah Unesa, Surabaya 60213, Indonesia
Email: eloksudibyo@unesa.ac.id