Development of Comic Media to Improve Problem Solving Abilities and Interest in Learning Mathematics Subjects of Elementary School

The low learning outcomes and problem-solving abilities of students in Palu City are the driving force for finding a student-centered learning model that can improve the problem-solving abilities of high school students in Palu City. This research method is a quasi-experimental design with an intact group comparison design consisting of two groups, namely the experimental class with the RADEC Model learning treatment with a differentiated learning strategy and the control class with direct learning models. The study population was 3656 students, while the sample was 186 students in the experimental class and 186 students in the control class. The researcher selected the sample by purposive random sampling technique. The instruments used were problem-solving ability tests and learning style questionnaires. Data were analyzed using t-test statistics and two-way ANOVA. The results showed that the RADEC learning model with a differentiated learning strategy had a greater impact when compared to the direct instruction model on the mathematical problem-solving abilities of high school students in Palu City, with a significance value of p = 0.000. The average score of problem-solving ability of students who follow the RADEC learning model is 79.63. While the average score of problem solving of students who follow the direct instruction model is 50.72 that the difference in the impact of the learning model is 28.91. The RADEC learning model does not have a different impact on the mathematical problem-solving ability of high school students in Palu city based on learning styles, so that teachers can implement it in classes that have heterogeneous students in terms of learning styles.

Problem solving skills are useful for training students to face increasingly complex problems. Learning models that have not been able to stimulate these abilities need to be applied. Thus, the purpose of this study was to determine the effect of the Think Pair Share learning model to improve students' problem solving abilities. This type of research is experimental research with pretest posttest control group design. The samples in this study were class VIIIA students as the experimental class and class VIIIC students as the control class, each class totaling 32 students. Data collection techniques used interviews, observations, and problem-solving ability test questions on the Pythagorean theorem material. The results showed that the application of the Think Pair Share learning model has been proven to be effective in improving students' problem solving abilities. Based on the results of the increase in students' problem-solving ability tests, the experimental class was higher than the control class (32.5 > 21.88). In addition, the application of the Think Pair Share learning model gives students more time to think deeply about what is being explained or experienced (thinking, answering, and helping each other). In addition, the TPS learning model also provides opportunities for students to think deeply and can help each other.

Students tend to be not explorative in solving their assignment. Improper learning system is one of several factors that probably be the cause of this problem. This research aims to analyze students’ problem solving abilities through the implementation of Project-Based Learning (PjBL) on Construction and Building Utilities subject. The research design is Quasi-Experimental Design with the type of Two-Group Posttest Only research. The population of this research is the students of XI DPIB in SMKN 9 Garut 2018/2019. The experimental class students use PjBL while the control class students use expository learning. Data analysis is obtained from students’ problem solving abilities test and observation results. The students’ problem solving abilities scores are calculated based on four steps of Polya’s problem solving theory, first is understanding the problem, second is planning how to solve the problem, third is calculating, and fourth is checking the result. The analysis result shows that the experimental class students have better problem solving abilities than the control class students. In addition, the experimental class students are more active and communicative in the class. According to problem solving ability test and observation results, PjBL is quite effective to be implemented on Construction and Building Utilities subject.

Based on the results of initial observations at SMA Negeri 7 Tangerang, it shows that students are less involved in the learning process, students tend to be passive, one of the factors that causes students to be less involved in learning is because the learning model and learning approach applied by the teacher is less varied. Therefore, research has been carried out on the influence of the Guided Inquiry learning model on problem solving abilities and cognitive learning outcomes of Biology students in Class XI SMA Negeri 7 Tangerang in the 2018/2019 academic year. The purpose of this study was to examine whether there was an effect of the Guided Inquiry learning model on problem solving abilities and cognitive learning outcomes of class XI students of SMA Negeri 7 Tangerang in the 2018/2019 academic year. The type of research used in this research is Quasi Experiment. The research design in this study was pre-test and post-test and the research sample was 19 students in class XI IPA 1 as the experimental class and 18 students in class XI IPA 2 as the control class. Collecting data using observation sheets to determine students' problem solving abilities, test sheets to determine cognitive learning outcomes. Based on data analysis, the average value of the control class for problem solving ability is 82.5% in the high category and the average value of the experimental class for problem solving ability is 90.62% in the very high category. The average value for cognitive learning outcomes for the control class is 77.2 while the average value for the experimental class is 85.7. Testing the hypothesis by using t-test analysis (t-test) at a significant level of 5% obtained a tcount value of 6.248 > ttable value of 1.684, so it can be concluded that there is an influence of the Guided Inquiry learning model on cognitive learning outcomes of class XI students at SMA Negeri 7 Tangerang in the academic year 2018/2019.

The background in this research is the lowerness of students’ problem solving skill. This research aim to improve students' problem solving skill by using abductive-deductive strategies. This research used the quasi-experimental method with the Control Group Pretest-Posttest design. The research population was all of VIII grade students in SMPN 4 Kerinci. We use the survey technique to determine the research sampel. The sample of this research was students of VIII A grade as the control class and the students of VIII B grade as the experimental class. The research instruments used in this research is problem solving ability test. The pretest was given before the learning begun then the posttest was given after the learning process. The results of this research indicate that students in the experiment class have better problem solving skills than the control class. The conclusion of this research was the abductive-deductive strategies can improve the students’ problem solving ability.

Problem solving abilities have a significant role in increasing students' cognitive capacity, however, there are still difficulties in developing these skills. This research aims to assess the influence of the Problem Based Learning Model on students' problem solving abilities. This research is a quasi-experimental quantitative type with a pretest-posttest control group design. Fourth semester students in classes C and D of the PGSD Study Program were taken as samples using the Purposive Sampling technique. Data was collected through a research instrument in the form of a problem solving ability test in the Elementary School Science Learning Materials course. The results of hypothesis analysis using the Mann-Whitney test show the Asymp value. Sig. (2-tailed) is 0.000, which is smaller than 0.005. Therefore, it can be concluded that Hypothesis is Accepted. This means that there are differences between the experimental class which uses the PBL model and the control class with conventional learning. Thus, it can be concluded that the PBL model has an influence on the problem solving abilities of PGSD students.

This study aims to determine the effectiveness of STEM-PjBL learning in improving students' problem-solving abilities in alternative energy materials. This research was conducted in one of the high schools in the city of Bandung. Samples were obtained by rational sampling of 35 students in class X MIPA I (experimental class) and 35 students in class X MIPA II (control class). The method used is a quasi-experimental design with a non-equivalent control group design. Data collection technique is a description test in the form of pre-test and post-test. Based on data analysis it is known that the use of STEM-PjBL can improve students' problem solving skills (N-Gain = 0.65) in the experimental class compared to the control class (N)-Gain = 0.44). The t-test results with SPSS 22 with Sig. (2-value) less than 0.05 indicates that there is a significant difference in the increase in the problem solving ability of students in the experimental class and the control class. Based on these results, learning has a positive impact on students' problem solving abilities. STEM-PjBL learning can be used as an alternative teaching strategy at various school levels.

Problem-solving ability is a crucial skill that is essential in many areas of life, including education, job, and daily decision-making. Problem-solving ability is a multidimensional cognitive skill that entails recognizing, analyzing, and addressing problems in a variety of circumstances. Problem-solving abilities are required to navigate the intricacies of everyday life, from calculating mathematical calculations to resolving interpersonal conflicts. Problem-solving ability is a critical cognitive skill that allows people to navigate the problems and hurdles that arise in diverse settings. Problem-solving abilities are essential for success in education, work, and daily life, ranging from solving mathematical equations to resolving interpersonal conflicts. The importance of problem-solving ability for students cannot be overstated, as it is a critical skill that transcends academic disciplines and is vital for success in various aspects of life. The purpose of this study was also to analyse the problem solving ability of higher secondary school students of Arts and Commerce stream. For this purpose, the sample was consisted of 80 students. Out of 80 students, 40 were from Arts and 40 were from commerce stream taken. Problem Solving Ability Test (PSAT) developed by L.N. Dubey was used as a tool for data collection. Mean and t-test were used to analyse the data.

Objectives: To investigate the effect of interactive multimedia in gas ideal teaching on problem-solving ability performance of prospective teacher. Methods/Statistical Analysis: The method used is quasi experiment with pretest-posttest control design. A test of problem solving ability consisting of six essay questions. Sample were selected by random method (probability sampling). The experimental groups of 40 students was taught by interactive multimedia in gas ideal teaching while the control group of 40 students was taught by traditional method. Hypothesis testing is used by the t-tes. Finding: The finding of this study was the experimental classes that are taught with interactive multi-media in gas ideal learning get an average score of problem solving abilities is 80.50 and the control class taught with conventional learning obtains problem solving abilities with an average of 74.96. The data above showed that t count> t table (3,514> 1,667), that the problem-solving ability of students who learned physics using interactive multi-mediabased problem solving was better than of students who learned through conventional methods. In addition, in ideal gas learning based on interactive multimedia students conduct problem solving and physical symptom exercises shown by multi-media, so that they understand physics thoroughly and are skilled at performing problem-solving tasks. Multi-media helped them emphasize and engage actively in problem-solving process as it is related to real materials and real life situations which made it easier for them to remember. Application/Improvements: To improve this media, the involvement of students in problem-solving task and multi-media helps retention of students’ knowledge and motivates interest can be applied to other physical materials. Keywords: Ability, Ideal Gas, Improved, Interactive Multimedia, Problem-Solving, Teaching

Problem-solving is one of the competencies in the learning innovation that students must possess to prepare life challenges in the 21st century. This study aimed to improve student problem-solving ability and cognitive learning outcome through the implementation of problem-based learning (PBL) model in learning biology at the senior high school. This research is a quasi-experimental research with pretest and posttest design. Two classes were chosen randomly from five classes of 10th-grade students for conducting research by implementing PBL and direct instruction learning models as an experiment and control (conventional) class, respectively. The problem-solving ability was measured by the essay test as well as the cognitive learning outcome at the end of the research and was analyzed by t-test. The result showed that students in the PBL class have a higher improvement in problem-solving ability. The student ability to problem-solving in the PBL class was also significantly higher than the conventional class. In addition, students in the PBL class have a higher cognitive learning outcome than the conventional class. This finding indicates that the PBL model can be implemented in the learning practices, especially in biology, to develop the problem-solving skill of students. Problem-solving is one of the competencies in the learning innovation that students must possess to prepare life challenges in the 21st century. This study aimed to improve student problem-solving ability and cognitive learning outcome through the implementation o f problem-based learning (PBL) model in learning biology at the senior high school. This research is a quasi-experimental research with pretest and posttest design. Two classes were chosen randomly from five classes of 10th-grade students for conducting research by implementing PBL and direct instruction learning models as an experiment and control (conventional) class, respectively. The problem-solving ability was measured by the essay test as well as the cognitive learning outcome at the end of the research and was analyzed by t-test. The result showed that students in the PBL class have a higher improvement in problem-solving ability. The student ability to problem-solving in the PBL class was also significantly higher than the conventional class. In addition, students in the PBL class have a higher cognitive learning outcome than the conventional class. This finding indicates that the PBL model can be implemented in the learning practices, especially in biology, to develop the problem-solving skill of students.

The problem solving abilities of students in learning mathematics are still not well trained, and there are varying degrees of difficulty experienced by students in learning mathematics. Factors that influence the ability to solve problems include interest in learning. This study aims to analyze the ability of problem solving based on students' interest in learning mathematics. This type of research is a descriptive qualitative study, which was conducted at Babussalam Pekanbaru High School with research subjects coming from Class X MIPA 1 selected based on the level of problem solving skills and student interest in learning. Problem solving abilities consist of categories: high, medium, low. Learning interest is categorized as positive and negative interests. Data collection techniques are written tests and non-tests in the form of questionnaire interest in learning and interviews. Based on the research results, the problem solving ability of high category students with positive learning interest is able to meet all indicators of problem solving ability. The problem solving ability of the medium category students with positive learning interest is able to meet the indicators of planning for solving, solving problems, and checking. The problem solving ability of low category students with positive learning interest is only able to meet the indicators of planning a solution, and solving a problem. The ability of problem solving students in the moderate category with negative learning interest is able to meet the indicators of planning for solving, solving problems, and checking.

Problem-solving abilities are one of the requirements that must be owned in facing the 21st century. In order for the problem-solving ability to be owned by everyone, it needs to be developed from school age. However, in fact, students' problem-solving ability is still low, especially in solving numeracy literacy problems. In addition, to prove problem-solving ability, habits of mind are needed as an attitude that allows individuals to develop behavioral intelligence based on stimulus in the process of solving problems. This study aims to describe and analyze students' problem-solving ability in solving numeracy literacy problems based on Polya's Theory in terms of habits of mind. The research questions are: 1) How is the problem-solving ability of students who have high habits of mind? 2) How is the problem-solving ability of students who have moderate habits of mind? and 3) How is the problem-solving ability of students who have low habits of mind? The subjects of this study were 28 eighth-grade students in one of the junior high schools in Bandung City, West Java. Data collection in this study used numeracy literacy problem-solving ability tests, habits of mind questionnaires, and interview guidelines to confirm the problem-solving ability tests and habits of mind questionnaires. The analysis results showed that: 1) Students with high habits of mind have high and moderate problem-solving ability; 2) Students with medium habits of mind have high and medium problem-solving ability; and 3) Students with low habits of mind have medium and low problem-solving ability.

The objectives of this study are (1) to test the mathematical problem solving ability with RME learning model assisted by Jarimatika better than the mathematical problem solving ability with conventional learning, (2) to test the mathematical problem solving ability with RME model assisted by Jarimatika better than the mathematical problem solving ability with conventional learning, (3) to test the improvement of mathematical problem solving ability with RME model assisted by Jarimatika better than the improvement of mathematical problem solving ability with conventional learning. This research is a pure experimental research. The design was pre test post test control group design. The population was fifth grade students at Jatilawang 1 State Elementary School and Kemantran 1 and 2 State Elementary School. While the sample was first grade Jatilawang 1 State Elementary School as the experimental class and Kemantran 1 State Elementary School as the control class. Data collection techniques in this study were documentation and tests. The data analysis used in this research (1) mathematical problem solving ability completeness test (one sample t test) and classical completeness test, (2) mathematical problem solving ability average difference test (independent t test), and two proportion difference test, (3) mathematical problem solving ability improvement test. The results of this study are (1) The problem solving ability of students with the RME model assisted by teaching materials exceeds 70, and the proportion of students with the RME model assisted by teaching materials reaches the completion of problem solving ability exceeds 80%. (2) The problem solving ability of students with RME model assisted by teaching materials is better than the problem solving ability of students with conventional learning, and the proportion of students with RME model assisted by teaching materials achieving completeness of problem solving ability is more than or equal to students with conventional learning, (3) the improvement of students' problem solving ability with RME assisted by teaching materials is better than the improvement of students' problem solving ability with conventional learning, (4) the influence of curiousity on problem solving ability is 90%. The implication of this research is that the use of the RME model assisted by Jarimatics can develop problem solving abilities, problem solving abilities with the RME model assisted by Jarimatics are better than conventional models.

This study aims to describe the problem-solving ability profile of students in biology learning at MA Darul Muqorrobin. This research is descriptive qualitative with the technique of collecting data which is netted with a problem-solving ability test in biology learning. The subject in this study is students of class X MA Darul Muqorrobin for the academic year 2021/2022, totaling 53 people. Generally, the problem solving ability of students in biology learning at MA Darul Muqorrobin is in poor criteria where the indicators of understanding the problem are 51% (not good), designing problem solving 32% (not good), implementing problem solving 38% (not good) and recheck the troubleshooting result of 37% (not good). To improve problem-solving skills in biology learning, teachers need to apply problem-based learning models and media and create a learning environment that supports problem-solving methods that can increase students' learning activities, motivation and cognitive abilities.

Students' difficulty in understanding the learning material becomes a problem in achieving learning success. This is due to the lack of variety of learning models used by teachers, so far teachers have applied more cooperative learning models. Therefore, researchers try to apply the PBL (Problem Based Learning) learning model, which is one of the learning models that can stimulate students to think in problem-oriented situations. The purpose of this study was to determine the influence of the PBL model on students' problem-solving ability and cognitive learning outcomes. This research was conducted on grade 8th students of SMP Negeri 2 Kediri. This type of research is a pseudo-experiment (quasi-experimental). Data analysis using an independent sample t-test. The population in this study were all students from class 7th to class 9th. While the sample is students in grade 8th A as the experimental class and 8th B as the control class.The samples in this study were students of class 8th A as an experimental class and 8thB as a control class. The sampling technique uses purposive sampling technique. The results of the hypothesis test of problem-solving ability of experimental class and control class students obtained data that the sig < α was 0.009 < 0.05 at a significance rate of 5% so that H 0was rejected and H1 was accepted. In addition, on the results of the cognitive learning hypothesis test of experimental class and control class students, data were obtained that the sig < α was 0.003 < 0.05 at a significance rate of 5% so that H 0 was rejected and H1 was accepted. This shows that the PBL learning model affects students' problem-solving ability and cognitive learning outcomes.