Pedagogical Approaches in STEAM Education

This study aimed to evaluate the effectiveness of the inquiry-based learning method supported by metacognitive strategies on students’ problem-solving and problem-posing skills. The research was conducted in two stages using an exploratory sequential design, which is one of the mixed methods research. The case study design was used in the first stage, while the quasi-experimental design with the pretest and posttest for control group was employed in the second stage. The method that is considered effective in students’ gaining problem-solving and problem-posing skills was determined in the first stage. In the second stage, the designated method supported by metacognitive strategies was tested with 63 fourth-grade students. The data for the first stage of the study were collected through interviews held with 12 primary school teachers, the mathematics curriculum, and a group of 10 experts’ opinions on the methods in the relevant literature. A content analysis and Lawshe’s method were employed to analyze the data at hand. Data in the second stage were collected using the problem-solving skills test and problem-posing skills test. The Mann–Whitney U test was used in the analysis of unrelated measurements, whereas the Wilcoxon signed ranks test was employed in the analysis of related measurements. The analysis results in the first stage revealed that the inquiry-based learning method might be effective in improving students’ problem-solving and problem-solving skills. Thus, it was decided to utilize this method in the second stage. The results of the analysis in the second stage showed that the inquiry-based learning method supported by metacognitive strategies and the inquiry-based learning method could be effective in developing students’ problem solving and problem-posing skills. Moreover, it was concluded that the methods applied were more effective in developing problem-solving skills and structured problem-posing skills of the students from sub-dimensions compared to the control group, but not effective in the development of semi-structured and free problem-posing skills from sub-dimensions.

One of the demands of 21st-century skills is problem-solving skills, to have good solving skills, one must have good learning success factors, such as learning motivation. In fact, from the results of observations and interviews conducted at SMA Negeri 2 Darul Makmur, it was found that the motivation and problem-solving skills of students were still low. The purpose of this research is for investigating the effect of using Physics Education Technology (PhET) simulation media to enhance students’ motivation and problem-solving skills in learning physic. This research used a quasi-experiment quantitative approach with Non-Equivalent Control Group Design. The population of this research was students of Grade XII MIA as many as 57 students. There were 50 students taken by random sampling. The instrument was questioned in the form of an essay and questionnaire by the Likert scale. The data of this research was analyzed by average test, N-gain, and independent-sample t-test. The result showed that the average score of motivation study in experiment class is in the high categorize and in the control class is in the low categorize, while N-gain score problem-solving skill for experiment class is in the high categorize and in control class is in the medium categorize. Moreover, based on an independent sample test is obtained that there is a significant difference between for problem-solving motivation and skill, this is strengthened by the positive response of students using media simulation PhET in learning. It can be concluded conveyed that media simulation of Physics Education and Technology (PhET) in learning physic can enhance students’ motivation and problem-solving skills

Developing nursing students' self-efficacy and problem solving skills via high-fidelity simulation

Psychologist and educationalist have recognised that each student has a very different approach to learning and processing information, suggesting dire need to reboot the entire teaching and learning experience. Europe is experiencing a significant decline of interest in STEM subjects among students which has become a major concern as engineers and technicians are struggling with the problem of skewed image and declining public recognition which is leading to shortage of scientific and technological staff. To deal with the crises, amalgamation of education with different strategies have become a new trend. Strategies like multimedia assisted learning materials and Problem-based Learning (PBL) can inculcate clarity and motivation in students by employing edutainment-based pedagogical approach. In this paper, we present a study of the impacts of multimedia assisted learning materials and PBL on students subjective feelings and learning outcomes during a Programming module. This study was conducted as part of the NEWTON Project Programming Large-scale Pilot deployed in Dublin City University (DCU). The NEWTON Project, funded by EU Horizon 2020, aims at developing a networked platform to assist the delivery of innovative learning approaches, such as PBL, game-based learning, and technology-enhanced learning materials, including virtual labs, virtual reality, multimedia content, mulsemedia content, and fabrication labs. The combination of multimedia assisted learning materials and PBL was delivered through the NEWTELP Platform and was utilized during the lab sessions in two consecutive weeks in the EM108 Software Development for Engineers in DCU. Students were first given a series of videos that cover the knowledge related to “array”, then they worked in groups of 3 to solve a PBL project, called “Morra”. After they finished the project, they were asked to fill in a questionnaire which includes questions covering aspects such as affective state, problem solving skills, and team work. Each student also got a mark according to their codes and the final report of the PBL project. In total, we received valid questionnaire results and marks from 34 students. Results of the questionnaire indicate that students give importance to the team work as 58.83% and 67.65% of them agreed or strongly agreed that they enjoyed working as part of a team and they were willing to forego personal goals for the benefit of the group. Regarding problem solving skills, 61.76%, 67.64% and 70.58% of students gave positive feedbacks to the question “The project has helped me to develop my problem-solving skills”,” I can apply a variety of problem-solving approaches” and “I am able to express disagreement or disappointment directly”, respectively. Moreover, 56% of students agreed or strongly agreed the multimedia assisted learning materials and PBL made them more interested in the Programming course. The analysis of students’ PBL project marks shows that the vast majority of them got very good marks: 84.5% of them got marks between 80 to 100 (out of 100). Only 3% of them got marks below 40.

Development of Instructional Model based on Connectivism Learning Theory to Enhance Problem-solving Skill in ICT for Daily Life of Higher Education Students

Problem-solving skills are the needs of students in the 21st century so they are deemed necessary to have. One of the 2013 curriculum imposed by the government focuses students on problem-solving skills. The purpose of this study was to identify the influence of using problem-based Student worksheets on improving problem-solving skills and student learning outcomes on business and energy materials. This study uses a quantitative approach with a quasi-experimental research design. student worksheet implementation design uses One Group Pretest-Posttest Design. The instruments used in this study were problem-based students’ worksheets, problem-solving skills tests, and learning outcomes tests. The problem-solving skills of students were analyzed using the N-Gain test to see the effect before and after the problem-based student worksheet was implemented. The results of the student worksheet feasibility test obtained a percentage of 98.30% indicating that the student worksheet problem-based to improve problem-solving skills and learning outcomes is very feasible to use. The results of the implementation of problem-based student worksheets can improve students' problem-solving skills which are marked by an increase in the pretest-posttest value based on the results of the experimental class N-gain test of 0.93 in the high category, the control class N-gain value of 0.60 in the medium category. The learning outcomes test showed an increase in the N-gain value for the experimental class by 0.71 in the high category, the N-gain value for the control class by 0.50 in the medium category

The learning paradigm shift emphasizes the integration of 21st century skills into learning activities. SMAN 4 Malang as a driving school in Malang City has implemented Independent Curriculum in producing students who have the competence and character of the Pancasila Student Profile. The Pancasila Student Profile has relevance to the skills needed in the 21st century. Problem solving skills and creative thinking skills as dimensions of the Pancasila Student Profile are classified into the main abilities that students need to have to face the challenges of the 21st century. However, based on observations of problem-solving skills and creative thinking skills of students in class XI MIPA 3 are still low. Efforts can be made by implementing Problem-based Learning. This study aims to improve problem solving skills and creative thinking skills of XI grade students in Biology learning using Problem-Based Learning. This type of research is a Classroom Action Research which was conducted in two cycles. Each cycle includes planning, implementation, observation, and reflection stages. The research subjects were students of class XI MIPA 3 totaling 31 students. The research data in the form of qualitative data were reduced, grouped, and narrated. Quantitative data were analyzed descriptively inferentially using paired sample t test. The results showed a difference in the average problem-solving skills and creative thinking skills before and after PBL was applied, so this study proves that the application of PBL can improve students' problem-solving skills and creative thinking skills in Biology learning.

Objectives: Communication and problem-solving skills are very important for health professionals as they are frequently used skills in professional practice. This study was planned to evaluate the relationship between the problem-solving and communication skills of final-year students studying in the field of health sciences. Materials and Methods: A total of 171 health sciences students (135 females, 36 males) with a mean age of 22.64 ± 1.60 years were included in the study. The communication skills of these individuals were evaluated with the Communication Skills Inventory, and their problem-solving skills were evaluated with the Problem Solving Inventory. The relationship between the two inventories was evaluated by Pearson correlation analysis. Results: A statistically significant relationship was found between the Problem Solving Inventory and Communication Skills Inventory cognitive subscale (r=-0.39, p<0.01), behavioral subscale (r=-0.32, p<0.01) scores and total score (r= -0.33, p<0.01). Conclusion: In light of these findings, it is thought that the problem-solving and communication skills that will be needed in the transition to professional life are associated with each other and should be considered together in the education of health sciences students. In future studies, we suggest that studies examine the factors that may affect the problem-solving and communication skills of health science students and their relationship with the curriculum.

This study aimed to examine the effectiveness of Problem-Based Learning (PBL) in improving eighth-grade students’ problem-solving skills in Social Studies at SMP Negeri 35 Bekasi. The study was motivated by students’ low problem-solving ability, which has been influenced by the dominance of conventional instruction. A quantitative approach was employed using a quasi-experimental Nonequivalent Control Group design involving 62 students, divided into an experimental group taught with PBL and a control group taught with conventional methods. Data were collected through a 20-item multiple-choice test validated by experts and confirmed reliable, supported by classroom observation. The data were analyzed using prerequisite tests, an independent samples t-test, and N-Gain. The results indicated that the experimental group achieved a higher posttest mean score (83.24) than the control group (75.32). The experimental group also demonstrated a moderate N-Gain and outperformed the control group in learning improvement. These findings confirm that PBL is effective as an alternative strategy in Social Studies to strengthen students’ problem-solving and critical-thinking skills.

In this study, communication and problem solving skills of students of music teaching department and the relationship between this skill and sub-domains are examined. In the study, descriptive research model was used; study group was composed of 130 students who study at Marmara University Ataturk Education Faculty Academy of Fine Arts Department of Music Teaching. In the study, Communication Skills Inventory developed by Ersanli and Balci was used in order to determine the level of communication; Problem Solving Inventory which is adapted to Turkish by Sahin, Sahin and Heppner was used in order to determine problem solving skills. Results of study indicate that students have high level of communication skills but low level of problem solving skills. Moreover, there is a highly positive significant relationship between communication skill of students and its sub-domains.

Many researchers regarded that problem solving skill is one of the most important learning outcomes to help students adapt to the learning and working environment (Xiao et al, 2019). Through reading a large number of articles and experimental research, this study finds that currently the development of and research on problem-solving skill in university students who are major in computer science in digital logic course in Inner Mongolia is limited, especially in the context of STEM education. STEM education is currently widely valued in the K12 stage, but the STEM literacy of college students also needs to be paid attention to. There is an important need for developing university students’ problem-solving skill systematically and effectively, revealing the importance of this research. In the research field, process of engineering design was designed to developing students’ problem-solving skill. In order to have an in-depth understanding of the research questions, mixed methods were adopted. Students were divided into 2 groups: Experimental Group and the Control Group. The participants were 1 teacher and 140 students at university second-year at a university in Inner Mongolia. To collect reliable and valid data, standardized test of problem-solving skill, teacher interview form was designed. Independent T-test was used to analyze the quantitative data.

The objective of this study is to assess the current state of problem-solving skills in learning among 9th-grade students and to verify its impact on students' learning motivation. The research design is quantitative, descriptive, cross-sectional, based on a sample of 811 students selected randomly and conveniently; data were collected through self-report questionnaires and processed using SPSS 27.0 statistical software. The survey results show that problem-solving skills in learning among 9th-grade students are still somewhat limited in both aspects: understanding the skill and proficiency in performing the skill. Students' learning motivation is at a "fair" level, and problem-solving skills have a positive impact on students' learning motivation. The research results provide further practical evidence on the current state of problem-solving skills in students' learning, as well as their impact on the learning motivation of 9th-grade students. The study also points out some solutions that need to be implemented to develop this skill in students, contributing to improving students' learning motivation and the effectiveness of general education in Vietnam.

Education aims to foster a variety of potential which exists in human, including the potential to solve any problems, involving solving mathematical problems. This study aimed to describe students’ problem-solving skills during mathematics learning about social arithmetic through Problem-Based Learning (PBL) model. The subjects of this research were 32 Year 7 students in Banda Aceh. This study used a qualitative descriptive approach. Data collection was conducted by problem-solving skills test and interview. The interview data were analysed descriptively, while the data of the test results were analysed based on the assessment guideline of students’ problem-solving skills. It was found that students’ mathematical problem-solving skills through PBL model were already classified as good. High-achieving students of problem-solving skills solved the problem by understanding the problem, planning the solution, doing the solution and rechecking it. Middle-achieving students of problem-solving skills solved the problem by understanding the problem, planning the solution and doing the solution without rechecking it so they get incorrect results. Low-achieving students of problem-solving skills solved the problem by understanding the problem and planning the solution, yet they presented the incorrect solution and did not recheck it. PBL model can be used to improve students’ problem-solving abilities.

This study aims to analyze the critical thinking skills and problem-solving skills, analyzing whether the improvement of critical thinking skills and problem-solving skills that are taught by the problem-based learning model using mind map better than students who are taught by conventional learning. This research is a quasi-experimental research with two group pretest-posttest design. The research population is all students of class X SMA Negeri 2 Bandar (senior high school) in first semester, academic year 2017/2018. The study sample was taken randomly consisting of 64 students. Class X MIPA-1 is an experimental class, consisting of 32 students with learning problem model learning using mind map. Class X MIPA-3 is a control class consisting of 32 students using conventional learning. The research instrument uses essay test of critical thinking skills and problem-solving skills that have been declared valid. Data analysis using statistical t-test. The results showed that the average value of critical thinking skills and problem-solving skills using conventional learning was 61.09 and 61.88 were in a low category while the students applying the problem-based learning model using mind map were 75.78 and 77.56 are in the moderate category. The result of hypothesis testing using independent sample t-test shows that each significance value (sig) <0.05 is 0.00 then H 0 is rejected, it means that the skills of critical thinking and problem-solving skills of students who are treated with problem-based learning model using mind map is better than conventional learning, so it can be concluded that there is the effect of problem based learning model using mind map to improve critical thinking skills and problem-solving skills

Problem-solving was necessary skill during the 21st century. According to the advanced social change, the traditional knowledge management focusing on the lecture which did not facilitate the problem thinking skill. The problem-based knowledge management was the instructional model, which could enhance the students’ problem-solving skill. The objectives of this research were: 1) to develop students’ problem-solving skill by using the Problem-Based Learning in Economics in School Course so that not less than 70% of students would have scores passing the specified criterion 70% of full score, and 2) to study the students’ satisfaction on Problem-Based Learning in Economics in School Course. The target group of this study was 32 second-year students who enrolled in Learning in Economics in School Course during the first semester of the 2017 academic year. There were 3 kinds of research instrument: 1) the instrument using for action including 9 problem-based plans, 27 hours, 2) the instrument using for reflecting research findings including the teachers’ teaching behavioral observation, the students’ learning behavioral observation, and 3 essay items of evaluation form in problem-solving skill at the end of cycle, and 3) the instrument used for evaluating the action performance including 5 multiple choice items of problem-solving skill, and 15 items of 5 level of rating scales for evaluating the students’ satisfaction. Data were 2 it is analyzed by using the statistics including percentage, mean, and standard deviation. The research findings found that: For the students’ problem-solving skill through problem-based learning in Economics in School Course, there were 25 students or 78% passing the specified criterion out of 32 students who were higher than the specified standard 70%. Also, the mean score was 42.7 9 points or 71.33% out of 60 points, passing the specified criterion 70%. For the students’ satisfaction in problem-based learning in Economics in School Couse, in overall, it was in “High” level (Very Satisfied). This research was classroom action research. It is beneficial for improving social studies teachers to develop future students. The students can continuously learn by themselves; it allows them the opportunity to achieve the goal of life-long learning and to become a person of quality for the 21st century.