The analysis of students’ problem-solving ability in the 5E learning cycle with formative e-assessment

2020 ◽  
Author(s):  
Ina Yuliana ◽  
Sentot Kusairi ◽  
Ahmad Taufiq ◽  
Rian Priyadi ◽  
Nur Diana Rosyidah
Keyword(s):  
Problem Solving ◽  
Learning Cycle

scholarly journals Kemampuan Pemecahan Masalah Matematis Siswa melalui Model Pembelajaran Learning Cycle 7E dan Problem Based Learning

2018 ◽  
Vol 7 (3) ◽  
pp. 425-432
Author(s):  
Puji Lestari ◽  
Rina Rosdiana
Keyword(s):  
Problem Solving ◽  
Mathematics Curriculum ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Learning Cycle ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Difference

AbstrakKemampuan pemecahan masalah merupakan bagian dari kurikulum pendidikan matematika saat ini. Fakta di lapangan menunjukkan bahwa kemampuan pemecahan masalah matematis siswa masih belum optimal, salah satu penyebabnya adalah masih banyak siswa yang menemui kesulitan dalam hal pemahaman konsep dasar. Mengoptimalkan kemampuan pemecahan masalah diantaranya dapat ditempuh melalui pembelajaran yang berpusat pada siswa. Model pembelajaran Learning Cycle 7E dan Problem Based Learning merupakan dua dari beragam model pembelajaran yang berpusat pada siswa. Adapun tujuan dari penelitian ini adalah untuk mengetahui perbedaan pencapaian kemampuan pemecahan masalah matematis antara siswa yang mendapatkan model pembelajaran Learning Cycle 7E dan Problem Based Learning. Hasil dari penelitian menyimpulkan bahwa tidak terdapat perbedaan peningkatan kemampuan pemecahan masalah matematis antara siswa yang mendapatkan model pembelajaran Learning Cycle 7E dan Problem Based Learning. Sementara itu, untuk kualitas peningkatan kemampuan pemecahan masalah matematis siswa yang mendapatkan model pembelajaran Learning Cycle 7E dan Problem Based Learning masing-masing berinterpretasi sedang namun skor perolehan nya berbeda. Secara umum, sikap siswa terhadap pembelajaran matematika menggunakan model pembelajaran Learning Cycle 7E dan Problem Based Learning masing-masing berinterpretasi baik. Abstract (Students’ Problem Solving Ability through Learning Cycle 7E and Problem Based Learning)Currently mathematical problem solving ability was a part of mathematics curriculum. In fact, the mathematical problem solving ability of students was not optimized, one of the reasons is there are still many students who have problems in terms of understanding the basic concepts. To optimizing the mathematical problem solving ability of students, it, can be reached by implementing student-centered learning. Learning Cycle 7E and Problem Based Learning are two of a lot of student-centered learning models. The purpose of this study was to determine the difference of achievement mathematical problem solving ability between students who get Learning Cycle 7E and Problem Based Learning models.  The results of this study are there is not a difference enhancement of mathematical problem solving ability between students who get Learning Cycle 7E and Problem Based Learning models. Meanwhile, the quality of enhancement mathematical problem solving ability students who get Learning Cycle 7E and Problem Based Learning models are in the middle interpretation. In general, students' attitudes toward learning mathematics using Learning Cycle 7E and Problem Based Learning models each in good interpretation.

Learning cycles and focus groups

2015 ◽  
Vol 22 (4) ◽  
pp. 229-240 ◽  
Author(s):  
Guilherme Luz Tortorella ◽  
Samanta Viana ◽  
Diego Fettermann
Keyword(s):  
Problem Solving ◽  
Focus Groups ◽  
Continuous Improvement ◽  
Knowledge Creation ◽  
General Framework ◽  
Learning Cycle ◽  
Information Collection ◽  
Content Type ◽  
Complementary Method ◽  
Collection Data

Purpose – This study aims to propose a complementary method to the A3 information collection, data analysis and capturing and sharing knowledge to facilitate problem solving in a general framework. The incorporation of this method minimizes the difficulties identified in the literature focused on continuous improvement of processes. The method comprises combining triangulation techniques utilizing focus groups for a survey of qualitative data and the approach called Look – Ask – Model – Discuss – Act (LAMDA), which was originally designed for cycles of knowledge creation applied in product development processes. Design/methodology/approach – The methodology proposed in this work follows the A3 report approach including focus groups’ techniques in the planning step and problem analysis and the use of the LAMDA learning cycle, aiming to fill the gaps in A3 method. Therefore, the methodology includes five macro steps, which are divided into smaller steps. Note that the inclusion of the LAMDA learning cycle in the A3 report is called A3LAMDA. In addition, macro steps from 1 to 4 belong to “knowledge creation” step and macro step 5 deals with the “Capture of knowledge” step. Along the proposed methodology application, greater focus will be given to techniques incorporated in the A3 report, as they represent the main contribution of this method. Findings – The proposed approach to the A3 report was more concise and comprehensive, allowing different views and perspectives to be considered to understand the problem and find solutions through the focus groups method. In addition, the development of a structured questionnaire for the interviews encouraged the participants to present their opinions regarding the problem hypotheses. The use of the LAMDA learning cycle was essential to capture and share the knowledge acquired during the problem-solving process. It allowed not only the reflection on the aspects that have either worked or not but also the understanding of how to do the next work differently. Originality/value – This study aims to propose a complementary method to the A3 information collection, data analysis and capturing and sharing knowledge to facilitate problem solving in the general framework. The incorporation of this method minimizes the difficulties identified in the literature that focused on continuous improvement of processes.

scholarly journals Pengaruh Model Pembelajaran Learning Cycle 5E terhadap Kemampuan Pemecahan Masalah Matematika Ditinjau dari Adversity Quotient Siswa

2020 ◽  
Vol 7 (1) ◽  
pp. 32-44
Author(s):  
Abdul Ma'arif ◽  
Syaiful Syaiful ◽  
Muhammad Haris Effendi Hasibuan
Keyword(s):  
Problem Solving ◽  
Learning Cycle ◽  
Cycle Model ◽  
Problem Solving Skills ◽  
Mathematics Problem Solving ◽  
8Th Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
And Mathematics ◽  
Mathematics Problem

Problem-solving skill is required by students and a target in studying mathematics. However, the problem-solving skill of Indonesian students are lacking. One effort that can be done is applying the Model of Learning Cycle 5E.  This research discussed the influence of the implementation of the learning cycle model on mathematics problem-solving skill viewed from students’ adversity quotient. This research used a quantitive approach, quasi-experimental study. The subjects were the 8th Grade students of SMP IT Ash-Shiddiiqi Jambi, consisting of two experiment classes and one control class. The instruments were post-test and adversity quotient questionnaire modified by Stoltz and had been validated by experts. Data analysis was conducted by Two-Way ANOVA. The results showed that there was no interaction between the learning cycle 5E model and mathematics problem-solving skill. This finding indicates that the model of learning cycle 5E affects problem-solving skills and can be applied to students with all types of adversity quotient.

scholarly journals PENGARUH PENGGUNAAN SCHOOLOGY DALAM MODEL BELAJAR LEARNING CYCLE 6 FASE-PROBLEM SOLVING (LC 6F-PS) TERHADAP PEMAHAMAN KONSEPTUAL DAN GRAFIK PADA MATERI LAJU REAKSI

2019 ◽  
Vol 3 (2) ◽  
pp. 60
Author(s):  
Reny Eka Evi Susanti ◽  
Srini M Iskandar
Keyword(s):  
High School ◽  
Problem Solving ◽  
Hypothesis Testing ◽  
Conceptual Understanding ◽  
Random Sampling ◽  
Reaction Rate ◽  
T Test ◽  
Learning Cycle ◽  
Significance Level ◽  
Cluster Random Sampling

ABSTRAKTujuan penelitian ini adalah (1) untuk mengetahui pengaruh penggunaan schoology dalam model belajar learning cycle 6F-problem solving terhadap pemahaman konseptual dan grafik siswa pada materi laju reaksi dan (2) mengetahui apakah ada hubungan antara pemahaman monseptual dengan pemahaman grafik siswa pada materi laju reaksi. Penelitian ini menggunakan rancangan penelitian eksperimental semu postest only design. Populasi penelitian adalah siswa kelas XI MIPA SMA Negeri 1 Genteng. Sampel yang digunakan yaitu kelas XI MIPA 4 sebagai kelas eksperimen dan XI MIPA 5 sebagai kelas kontrol. Pengujian hipotesis dianalisis menggunakan uji t dan uji korelasi dengan taraf signifikansi . Hasil penelitian menunjukkan (1) ada perbedaan yang signifikan tingkat pemahaman konseptual dan grafik siswa yang dibelajarkan dengan menggunakan aplikasi schoology dalam model belajar learning cycle 6F-problem solving dengan siswa yang dibelajarkan menggunakan model belajar learning cycle 6F-problem solving dan (2) tidak ada hubungan signifikan ntara tingkat pemahaman konseptual dengan pemahaman algoritmik siswa. ABSTRACTThe purposes of the research were (1) to find out the effect of schoology use in six phased learning cycle-problem solving toward the student’s conceptual and graphical understanding on the reaction rate, and (2) to find out the correlation between student’s conceptual undertanding with graphical understanding on the reaction rate. The design of the research was quasy experiment postest-only design. The population in this research was grade XI of Senior High School 1 Genteng. The sample which were chosen using cluster random sampling were XI MIPA 4 as an experimental class, XI MIPA 5 as the control class.The hypothesis testing was performed by t-test and correlation test using SPSS 16 for windows with a significance level  The result of the research showed that there were (1) significant differences of conceptual, algorithmic, and graphical understanding between students who learned using the applied schoology use in six phased learning cycle-problem solving and the students who learned using the six phased learning cycle-problem solving. (2) there was between student’s conceptual understanding with graphical undertanding.

MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH IPA MELALUI MODEL LEARNING CYCLE 7E PADA SISWA KELAS IV SEKOLAH DASAR

2019 ◽  
Vol 2 ◽  
Author(s):  
Nur Aenahar
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Action Observation ◽  
Fourth Grade ◽  
Learning Cycle ◽  
Model Learning ◽  
Action Monitoring ◽  
Astronomical Object ◽  
Field Notes ◽  
Science Problem

Abstract. This classroom action research’s objective is to improve science problem solving ability with Model of Learning Cycle (7E), about the change of earth’s surface and astronomical object on fourth grade students in State Elementary School. The subject of this research was 31 students at fourth grade of SDN Cipinang Melayu 01 Pagi Makasar, East Jakarta. This research used classroom action research method by employing Kemmis and Mc Taggart’s action design in which a cycle consists of four components such as planning, action, observation, and reflection. The data collection was done by using Non-Test instrument and field notes. The result of this research showed that the application of Model of Learning Cycle (7E) could be one of learning model to improve science problem solving ability at fourth grade of state elementary school. Based on the data from science problem solving ability in the first cycle, students which passed the test with score more than 70 is 70,9%.This percentage improved in the second cycle which became 87%. On the first cycle, teacher’s action monitoring data was 80% then it improved to be 100% in the second cycle. Students’ action monitoring in the first cycle was 73% and it improved to be 93% in the second cycle. The implication of this research was that the learning process with Model of Learning Cycle (7E) improve science problem solving ability on students at fourth grade of SDN Cipinang Melayu 01 Makasar, East Jakarta, to be better. Keywords: Science Problem Solving Ability, Learning Cycle (73), Elemantary School

Can You Escape? Using Mobile App Escape Games to Create a Holistic Experiential Learning Process Online

2021 ◽  
pp. 237929812110569
Author(s):  
Mai P. Trinh
Keyword(s):  
Problem Solving ◽  
Experiential Learning ◽  
Learning Process ◽  
Creative Thinking ◽  
Mobile App ◽  
Learning Cycle ◽  
Behavioral Reactions ◽  
New Information ◽  
Learning Flexibility ◽  
Shed Light

Mobile app escape games are excellent tools to create an experiential learning process in online contexts. Through the act of solving puzzles to escape the rooms, students experience a process in which they need to discover new information and clues, adjust their strategies repeatedly, and become more aware of the way they learn. Their emotional and behavioral reactions when they encounter difficulties can shed light on their learning identity and learning flexibility. The experiential learning cycle is complete with the addition of after-game reflection, debrief, and discussion. Escape games are versatile and can be used to teach a variety of topics, such as problem-solving, creative thinking, teamwork, and leadership, in any kind of classroom, with any population of students. This article provides an overview of mobile app escape games, how instructors could use them in class, and examples of topics, games, and debrief questions to use.

Sign in / Sign up

Export Citation Format

Share Document