scholarly journals Internationalisation of a teaching experience: ToSCA UPC education for innovation workshop at UFPS, Colombia

2018 ◽  
Author(s):  
Marta Adroer Puig ◽  
Carmen Xiomara Díaz Fuentes ◽  
Joan Lluís Zamora i Mestre
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Product Innovation ◽  
Teaching Experience ◽  
Cultural Environment ◽  
Problem Solving Skills ◽  
Technical Product ◽  
Educational Workshop

ToSCA is an optional and intensive technical product innovation workshop that aims to include education for innovation of constructive solutions in the grade architecture programme, by applying a didactic structure based on problem solving skills, combined with cooperative learning structures and involving an industry of the sector every edition a client. The workshop has been held annually at the Vallès School of Architecture, Universitat Politècnica de Catalunya, since 2007 and the results of each edition can be found at: http://www.etsav.upc.edu/assignatures/tosca. After eleven editions of ToSCA_ETSAV and one edition in TUM Munich, with a very good outcomes and by the invitation of the School of Architecture of the Francisco de Paula Santander University in Cúcuta, Colombia, we assumed, between both institutions, the challenge of internationalizing the ToSCA experience, to carry out within the Deepening Course "the ceramics in the architectural project", a first educational workshop for the innovation of technical product, suggesting the adaptability of the ToSCA methodology, in a different socio-cultural environment.

Jigsaw Approach in Cooperative Learning: Its Effect in Problem Solving Skills for Physics

10.17158/222 ◽  
2012 ◽  
Vol 18 (1) ◽  
Author(s):  
Renan P. Limjuco ◽  
Ma. Teresa M. Gravino
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Learning Strategy ◽  
Group Discussion ◽  
Pharmacy Students ◽  
Control Group ◽  
Problem Solving Skills ◽  
School Year ◽  
Quasi Experimental ◽  
Experimental Group

This study was conducted to determine whether or not the jigsaw approach as a cooperative learning strategy can significantly improve the problem solving skills in physics of the First Year Pharmacy students of the University of the Immaculate Conception for School Year 2011-2012. The researchers used the quasi-experimental design and purposively chose one class with forty students to compose the experimental group and another class of the same size to form the control group. The students from the experimental group were supervised through the jigsaw approach for three weeks as they studied Newton’s 2nd Law of Motion. The test scores from the 50-multiple choice-item Physics Questionnaire (α = 0.90) were the data used in the study. Frequency count, percentage, mean, standard deviation, and t-test were the statistical tools employed in the analyses of the data. Findings of the study revealed that the problem solving skills in physics of the Pharmacy students were significantly improved by the jigsaw approach. The researchers also employed a focus group discussion for the triangulation of the method which validated that students who were subjected to jigsaw approach became more proficient, responsible, facilitative, and approachable as learners. The students felt that they needed to study not only for themselves but also for their group mates.

Student Teachers’ Stress and Social Problem-Solving Skills

2002 ◽  
Vol 2 (3) ◽  
pp. 313-313
Author(s):  
Cameron Montgomery
Keyword(s):  
Problem Solving ◽  
Student Teachers ◽  
Student Teaching ◽  
Social Problem ◽  
Teaching Experience ◽  
Social Problem Solving ◽  
After School ◽  
Quebec City ◽  
Education Student ◽  
Problem Solving Skills

In this study we examined the relationship between stress and social problem-solving skills in student teachers. Results did not show any significant increase in social problem skills at the end of student teaching in 117 primary education student teachers at Laval University in Quebec City. Similarly, stress did not significantly increase. Our results suggest that the more student teachers increase their social problem-solving skills over the course of their student-teaching experience, the less their stress increases. The training of certain social problem-solving skills (problem orientation, generation of alternative solutions, cognition and emotion strategies) could be a promising method for reducing student teachers’ stress. The more we teach student teachers to manage their emotional stress and relax after school or work (relaxation potential), the more they will succeed in reducing their anxiety and overcoming depression.

scholarly journals The Effectiveness of Teachers’ Use of Lecture Model Combined with Cooperative Learning Method for Enhancing Students’ Problem-Solving Skills in Physics

2019 ◽  
Vol 5 (2) ◽  
pp. 83-90
Author(s):  
Rahmi Putri Z ◽  
Jumadi Jumadi ◽  
Ariswan Ariswan ◽  
Ratnasari Ratnasari ◽  
Depi Oktasari
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Learning Process ◽  
Effect Size ◽  
Control Group ◽  
Learning Method ◽  
Learning Methods ◽  
Problem Solving Skills ◽  
Energy Concept ◽  
Work And Energy

This study investigates the effect of the use of teachers’ Lecture models combined with cooperative learning methods to improve students’ problem-solving skills in physics compare with the control group who were not exposed to the lecture model combined with cooperative learning methods from effect size value. The research method was a quasi-experimental research. The sample consisted of 33 students of 10th grade in middle schools (senior high school), SMAN 1 Sungai Penuh, Jambi Province where they ware learn at work and energy concept. Students' achievements, as well as their problem-solving skills of work and energy concept were assessed by pretest-posttest with an essay test. The results showed that the experimental group’s learning process has a high effect size value to problem-solving skills more than control group learning process. That shows the lecture model combined with cooperative learning method more effective than lecture model.

scholarly journals Jigsaw Technique in Learning Physics and Problem-solving Dimensions of Senior High School Students

2018 ◽  
Vol 32 (1) ◽  
pp. 90
Author(s):  
Giovanni Pelobillo
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Cooperative Learning ◽  
Control Group ◽  
P Value ◽  
Problem Solving Skills ◽  
Physics Learning ◽  
Significant Difference ◽  
Jigsaw Technique ◽  
Experimental Group

Physics was perceived as a difficult subject with in dire need for cooperative learning and problem-solving skills rubric modified from Jennifer Docktor, namely, useful description, physics approach, the specific application of physics, mathematical procedures, and logical progression. This study aimed to determine and describe the effectiveness of jigsaw technique in physics learning and problem-solving skills which employed pretest-posttest and quasi-experimental research design with a 95% confidence level. There were two groups included in the study as control and the experimental group which received jigsaw technique and traditional teaching respectively as treatment. Independent samples t-test results showed the use of jigsaw technique as cooperative learning has a statistical difference on the post-test and post-rubric scores against the control group with the large effect size in which the students showed a proficient performance in learning physics and problem-solving skills with the common use of useful description and physics approach. There is no significant difference on the pre-test and pre-rubric scores between the control and experimental group with the p-value of 0.772 and 0.019. Moreover, this study revealed that the experimental group struggled with mathematical procedures and logical progression posting low percentage gain. Overall this study concludes that students’ exposure to jigsaw technique improved physics learning.

scholarly journals Peningkatan Kemampuan Pemecahan Masalah Dan Komunikasi Matematis Siswa MTs Rantauprapat Melalui Pembelajaran Kooperatif Tipe STAD

2021 ◽  
Vol 7 (1) ◽  
pp. 41-47
Author(s):  
Rosita Rosita ◽  
Rika Valianti ◽  
Nurhasanah Nasution ◽  
Sri Hariani Manurung
Keyword(s):  
Data Analysis ◽  
Problem Solving ◽  
Cooperative Learning ◽  
Mathematical Problem ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Average Increase ◽  
Problem Solving Skills ◽  
Direct Learning ◽  
Quasi Experiment

Penelitian ini bertujuan mengetahui peningkatan kemampuan pemecahan masalah siswa yang memperoleh  pembelajaran kooperatif tipe STAD lebih tinggi daripada kemampuan pemecahan masalah matematika siswa yang memperoleh pembelajaran secara langsung. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment). Populasi dalam penelitian ini adalah seluruh siswa MTs Negeri di kabupaten Labuhanbatu yang berakreditasi A dan B. Sampel penelitian ini adalah MTs Negeri 1 Labuhanbatu dan MTs Negeri 2 berjumlah117 siswa. Validitas instrument angket dilakukan dengan analisis butir menggunakan rumus korelasi Product Moment dan uji reliabilitas menggunakan rumus Alpha Cronbach. Teknik analisis data menggunakan uji normalitas dengan uji Chi Kuadrat dan untuk menghitung peningkatan kemampuan pemecahan masalah  matematika setelah pembelajaran dengan pembelajaran kooperatif tipe STAD dan pembelajaran langsung, maka digunakan uji gain ternormalisasi (g). Siswa yang mendapat model pembelajaran kooperatif tipe STAD memperoleh rata-rata peningkatan kemampuan pemecahan masalah matematis sebesar 0,63 dan siswa yang mendapat model pembelajaran langsung dengan rata-rata peningkatan kemampuan pemecahan masalah matematis sebesar 0,36. Berdasarkan hasil analisis data penelitian diperoleh hasil bahwa ada peningkatan kemampuan pemecahan masalah siswa yang mengikuti pembelajaran koopertiftipe STAD lebih tinggi dari pada siswa yang mengikuti pembelajaran langsung.This study aims to determine the increase in the problem-solving ability of students who get cooperative learning type STAD is higher than the mathematical problem solving abilities of students who receive direct learning.This research is a quasi experiment research. The population in this study were all State MTs students in Labuhanbatu district who were accredited A andB. The sample of this research is MTs Negeri 1 Labuhanbatu and MTs Negeri 2 totaling 117 students.The validity of the questionnaire instrument was carried out by analyzing items using the Product Moment correlation formula and reliability testing using the Cronbach Alpha formula. The data analysis technique used the normality test with the Chi Squared test and to calculate the increase in mathematical problem solving skills after learning with STAD cooperative learning and direct learning, the normalized gain test (g) was used. Students who received the STAD cooperative learning model obtained an average increase in mathematical problem solving abilities of 0.63 and students who received a direct learning model with an average increase in mathematical problem solving abilities of 0.36. Based on the results of the research data analysis, it was found that there was an increase in the problem solving ability of students who took STAD type coopertive learning higher than students who took direct learning. 

scholarly journals PROGRAM SCIENCES KIDS COMMUNITY BERBASIS GROUP INVESTIGATION UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH SISWA MADRASAH IBTIDAIYAH

2018 ◽  
Vol 6 (2) ◽  
pp. 13
Author(s):  
Anggun Zuhaida
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Science Learning ◽  
Learning Model ◽  
Qualitative Approach ◽  
Problem Solving Skills ◽  
Community Program ◽  
Model Community ◽  
High Motivation

The Science Kids Community program is implemented using Group Investigation (GI) model which is part of cooperative learning. This study aims to explain the implementation of the Science Kids Community program based on GI and also to determine the results of improving problem-solving skills in students. This research is focused on the implementation of science learning in Madrasah Ibtidaiyah (MI) students. The method used in this research is descriptive with qualitative approach. Instruments in this study, using questionnaire, problem solving test, and interview. Subjects in this study were the students of 5th class MI NU Miftahul Ulum 2 Kudus. The implementation of the Science Kids Community program with the GI model provides wider opportunities and authority for students to jointly solve problems of science learning. The results of problem solving skills, focused on 2 groups of students, namely students with high motivation category (category A) and students with moderate motivation category (category B). Obtained results, in Category A students: the maximum at the stage identify the problem, define the purpose, and execute the strategy. While the category B students, the new maximum at the stage of implementing the strategy. This can make the input for teachers, to more often implement group-based learning model / community to be able to improve students problem solving skills

scholarly journals Penerapan Model Pembelajaran Kooperatif STAD Untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa Kelas IV SD Negeri Dukuh 1 Sleman

2019 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Eko Pranowo ◽  
Martalia Ardiyaningrum
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Research Method ◽  
Learning Model ◽  
Integer Number ◽  
Problem Solving Skills ◽  
Average Value ◽  
Learning Mathematics ◽  
Minimum Criteria ◽  
Academic Year

<p class="abstrak"><em>Learning mathematics in 4th grade of SD N Dukuh 1 Sleman still uses a coventional learning model and has not provided opportunities for students to develop problem solving skills. In addition, the achievement of minimum criteria in integer number operation is still not optimal. This study aims to 1) describe the application of STAD cooperative learning to integer concepts; and 2) describe the improvement of problem</em><em> </em><em>solving skills in 4th grade students of SD N Dukuh 1 Sleman, academic year of 2014/2015. The method used in this study is a classroom action research method by adopting the Kemmis Mc Taggart model. The subjects of this study were 17 students in 4th grade of SD N Dukuh 1 Sleman. The results of the research obtained showed that STAD cooperative learning in mathematics can improve the problem</em><em> </em><em>solving skills of 4th grade students of SD N Dukuh 1 Sleman. In cycle I, the percentage of students who had test scores on problem solving skills was more than 70 at 6%, while in cycle II the percentage obtained was 100%. Based on the percentage above, the problem</em><em> </em><em>solving skills of 4th grade students in SD N Dukuh 1 Sleman has increased. The average value test of the cycle I is 53.24 and the cycle II is 87.35. Based on the research results, it can be concluded that STAD cooperative learning can improve the problem</em><em> </em><em>solving skills of 4th grade students of SD N Dukuh 1 Sleman.</em></p><strong><em>Keywords:</em></strong><em> learning model, cooperative, STAD, problem solving skills</em>.

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