Developing Learning Materials Based on Problem-Based Learning to Improving Students Mathematical Problem Solving Ability and Self-Regulated Learning at MAN Hutagodang Labuhanbatu Selatan

There were three objectives of this research, namely; (1) to describe the validity of learning devices based on problem-based learning model to improve the ability of mathematical problem solving and students’ self-regulated learning; 2) to describe the practicality of learning devices based on problem-based learning model to improve the ability of mathematical problem solving and students’ self-regulated learning; 3) to describe the effectiveness of learning devices based on problem-based learning model to improve the ability of mathematical problem solving and students’ self-regulated learning; and 4) improvement of mathematical problem solving ability and self regulated learning of students taught through problem-based learning based device. This research is a development research. This research was conducted through two stages, the first stage, the development of learning devices based on problem-based learning using Four-D development model, and the second phase tested the of learning devices based on problem-based learning developed in the XI IPA-1 and XI IPA-2 MAN Hutagodang Labuhanbatu Selatan class. From the results of experiment I and experiment  II obtained: 1) problem-based learning developed valid; 2) problem-based learning developed practically; 3) problem-based learning  that are developed effectively, in terms of a) students' learning mastery in experiment I test of 71.43% and 92% in experiment II; b) the achievement of teachers' ability to manage the learning on experiment I of 2.83 (good enough) and experiment II of 3.37 (good); 4) improvement of students' mathematical problem solving ability increased from t experiment I with an average of 76.91 to 8.15 in experiment II; and 5) increased student self-regulated learning increased from experiment I with an average of 2.97 to 3.03 in experiment II. Keywords: Development of Learning devices, Problem Based Learning, 4-D Development Model, Mathematical Problem Solving Ability and Students’ Self-Regulated Learnin

Spatial Reasoning as Related to Solving Story Type Problems

In this study it was hypothesized that the ability to mentally solve II story type problems, those presented in the form of sentences, is significantly related to one\u27s spatial reasoning ability and that a weakness in this ability, when tested by the story type problems, could be compensated for by training in and utilization of overt paper and pencil manipulations. To test the hypothesis, three measures were used. These were the DAT Verbal Reasoning test--used to control the factor of verbal reasoning, the DAT Space Relations test--used to measure spatial reasoning ability, and two forms of a test composed of story type problems--used to measure problem-solving ability. A large group of college students (146) were first tested on the DAT tests and then 18 pairs were selected which were matched as nearly as possible on verbal reasoning abilities while keeping their spatial reasoning abilities as diverse as possible. The 18 pairs were then tested and retested on the problem-solving tests with half of the pairs receiving problem-solving instructions prior to the retest. Statistical analysis of the results confirmed the hypothesis in that it revealed a substantial positive correlation between spatial reasoning ability and the ability to solve story type problems. Also, an analysis of the results showed, to a significant degree, that a weakness in spatial reasoning ability, when used to solve the type of problems considered, can be compensated for by using paper and pencil manipulations involving graphic procedures

Perbandingan Kemampuan Pemecahan Masalah Matematika Menggunakan Model PBL dan Discovery Learning

This research was motivated by the lack of ability to solve problems and the students were less able to think creatively, be active in the learning process. aims to describe the comparison of mathematical problem solving abilities using the PBL Model with Discovery Learning. This type of research uses factorial design. The sampling technique is probability sampling with proportionate stratified random sampling. The samples in this study were the experimental group I class V SD Negeri 11 Koto Salak using the PBL model and the experimental group II class V SD Negeri 08 Koto Salak using the Discovery Learning model, totaling 16 and 15 students respectively. The research instruments are description tests and questionnaires. The data analysis technique used is the T-test and two-way ANOVA through the normality test and homogeneity test. Based on the research results, problem solving abilities were tested and processed using the T-Test and Two-Way Anova. The results of calculating the differences in students' problem solving abilities using the PBL model with the Discovery Learning model obtained significant results 5. Based on the hypothesis results obtained significant results of 0.000, which means the results sig(0.000) <0.05. The Ha hypothesis is accepted if sig<0.05 and the Ho hypothesis is accepted if sig>0.05. Based on the results of the sig hypothesis Ha is accepted, meaning that there are differences in students' problem-solving abilities in learning mathematics using the PBL model with Discovery Learning. regardless of the child's initial abilities. So, it can be concluded that there is a significant difference in the ability to solve problems using the PBL model with the Discovery Learning model for Class V Elementary Schools.

Solving Logistic-Oriented Bin Packing Problems Through a Hybrid Quantum-Classical Approach

The Bin Packing Problem is a classic problem with wide industrial applicability. In fact, the efficient packing of items into bins is one of the toughest challenges in many logistic corporations and is a critical issue for reducing storage costs or improving vehicle space allocation. In this work, we resort to our previously published quantum-classical framework known as Q4RealBPP, and elaborate on the solving of real-world oriented instances of the Bin Packing Problem. With this purpose, this paper gravitates on the following characteristics: i) the existence of heterogeneous bins, ii) the extension of the framework to solve not only three-dimensional, but also one- and two-dimensional instances of the problem, iii) requirements for item-bin associations, and iv) delivery priorities. All these features have been tested in this paper, as well as the ability of Q4RealBPP to solve real-world oriented instances.Comment: 7 pages, 7 figures, paper accepted for being presented in the upcoming 26th IEEE International Conference on Intelligent Transportation Systems - ITSC 202

PEMBELAJARAN KIMIA MENGGUNAKAN MODEL PROBLEM SOLVING TIPE SEARCH SOLVE CREATE AND SHARE (SSCS) DAN COOPERATIVE PROBLEM SOLVING (CPS) DITINJAU DARI KEMAMPUAN BERPIKIR KRITIS DAN KEMAMPUAN MATEMATIS (Studi Pembelajaran Kimia Materi Pokok Larutan Penyangga Kelas XI IPA SMAN 1 Ngemplak Boyolali Tahun Pelajaran 2012/2013)

Tujuan penelitian ini adalah untuk mengetahui pengaruh penggunaan model problem solving tipe Search Solve Create and Share (SSCS) dan Cooperative Problem Solving (CPS), kemampuan berpikir kritis, kemampuan matematis, dan interaksinya terhadap prestasi belajar. Penelitian ini menggunakan metode eksperimen semu dan dilaksanakan dari bulan Desember 2012 - Juni 2013. Populasi penelitian ini adalah semua siswa kelas XI IPA SMA N 1 Ngemplak Boyolali Tahun Pelajaran 2012/2013. Sampel diperoleh dengan teknik cluster random sampling yang terdiri dari dua kelas, XI IPA 1 dan XI IPA 3. Kelas XI IPA 1 diberi pembelajaran dengan model SSCS dan kelas XI IPA 3 diberi pembelajaran dengan model CPS. Data dikumpulkan dengan metode tes untuk prestasi belajar kognitif, kemampuan berpikir kritis, dan kemampuan matematis, angket untuk prestasi afektif, dan lembar observasi untuk psikomotor siswa. Hipotesis diuji menggunakan Anava (Analisis Variansi) dan Kruskal-Wallis one way analysis of variance. Dari hasil analisis data disimpulkan: 1) tidak ada pengaruh penggunaan model SSCS dan CPS terhadap prestasi belajar kognitif, tetapi ada pengaruhnya terhadap prestasi afektif dan psikomotor; 2) ada pengaruh kemampuan berpikir kritis terhadap prestasi belajar kognitif, tetapi tidak ada pengaruhnya terhadap prestasi afektif dan psikomotor; 3) ada pengaruh kemampuan matematis terhadap prestasi kognitif, tetapi tidak ada pengaruhnya terhadap prestasi afektif dan psikomotor; 4) tidak ada interaksi antara model pembelajaran SSCS dan CPS dengan kemampuan berpikir kritis terhadap prestasi belajar kognitif dan afektif, tetapi ada interaksinya terhadap prestasi psikomotor; 5) ada interaksi antara model pembelajaran SSCS dan CPS dengan kemampuan matematis terhadap prestasi kognitif dan psikomotor, tetapi tidak ada interaksinya terhadap prestasi afektif; 6) ada interaksi antara kemampuan berpikir kritis dan kemampuan matematis terhadap prestasi kognitif, tetapi tidak ada interaksinya terhadap prestasi afektif dan psikomotor; 7) tidak ada interaksi antara model pembelajaran SSCS dan CPS, kemampuan berpikir kritis, dan kemampuan matematis terhadap prestasi kognitif dan afektif, tetapi ada interaksinya terhadap prestasi psikomotor. Kata kunci: problem solving, kemampuan berpikir kritis, kemampuan matematis, prestasi belajar, larutan penyangga. Surakarta. ABSTRACT The aims of this study were to determine the effect of the using problem solving type Search Solve Create and Share (SSCS) and Cooperative Problem Solving (CPS) models, critical thinking ability, mathematical ability, and it’s interaction toward student’s learning achievements. The method used in this research was quasi experimental method and it was conducted from December 2012 to June 2013. The population was the students in 11th Science Grade SMAN 1 Ngemplak Boyolali on Academic Year 2012/2013 Semester II. The samples were taken using cluster random sampling, consisted of two class XI IPA 1 and XI IPA 3. The learning method applied to XI IPA 1 was CPS and to XI IPA 3 was SSCS. The data were collected using tests for student’s cognitive, critical thinking ability, and mathematical ability, questioner for measuring affective, and observation sheet for assessing psychomotor. The hypotheses were tested using Anova (Analysis of Variance) and Kruskal-Wallis one way analysis of variance method. From the data analysis, it’s could be concluded that : 1) there was no effect of learning models towards student’s cognitive, but there was an effect towards student’s affective and psychomotor; 2) there was an effect critical thinking ability towards student’s cognitive, but there was no effect towards student’s affective and psychomotor; 3) there was an effect mathematical ability towards student’s cognitive, but there was no effect towards student’s affective and psychomotor; 4) there was no interaction between learning models and critical thinking ability toward student’s cognitive and affective, but there was an interaction towards student’s psychomotor; 5) there was an interaction between learning models and mathematical ability toward student’s cognitive and psychomotor, but there was no interaction toward student’s psychomotor; 6) there was an interaction between critical thinking ability and mathematical ability thinking toward student’s cognitive, but there was no interaction toward student’s affective and psychomotor; 7) there were no interaction among learning models, critical thinking ability, and mathematical ability toward student’s cognitive and affective, but there were an interaction toward student’s psychomotor. Keywords: problem solving, critical thinking ability, mathematical ability, learning achievement, buffer

Multi-objectivising Combinatorial Optimisation Problems by means of Elementary Landscape Decompositions

In the last decade, many works in combinatorial optimisation have shown that, due to the advances in multi-objective optimisation, the algorithms from this field could be used for solving single-objective problems as well. In this sense, a number of papers have proposed multi-objectivising single-objective problems in order to use multi-objective algorithms in their optimisation. In this paper, we follow up this idea by presenting a methodology for multi-objectivising combinatorial optimisation prob- lems based on elementary landscape decompositions of their objective function. Under this framework, each of the elementary landscapes obtained from the decomposition is considered as an independent objective function to optimise. In order to illustrate this general methodology, we consider four problems from different domains: the quadratic assignment problem and the linear ordering problem (permutation domain), the 0-1 unconstrained quadratic optimisation problem (binary domain), and the frequency assignment problem (integer domain). We implemented two widely known multi-objective algorithms, NSGA-II and SPEA2, and compared their perfor- mance with that of a single-objective GA. The experiments conducted on a large benchmark of instances of the four problems show that the multi-objective algorithms clearly outperform the single-objective approaches. Furthermore, a discussion on the results suggests that the multi-objective space generated by this decomposition enhances the exploration ability, thus permitting NSGA-II and SPEA2 to obtain better results in the majority of the tested instances.TIN2016-78365R IT-609-1

PERBANDINGAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA YANG BELAJAR MENGGUNAKAN MODEL PROBLEM BASED LEARNING DAN MODEL CREATIVE PROBLEM SOLVING

Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan antara kemampuan pemecahan masalah matematis siswa yang belajar menggunakan model Problem Based Learning (PBL) dan siswa yang belajar menggunakan model Creative Problem Solving (CPS). Jika terdapat perbedaan, apakah kemampuan pemecahan masalah matematis siswa yang belajar menggunakan PBL lebih tinggi dari siswa yang belajar menggunakan model CPS. Penelitian ini dilaksanakan di SMA Negeri 16 Jakarta pada bulan April sampai dengan Mei 2017. Metode penelitian ini menggunakan quasi experiment atau eksperimen semu. Teknik pengambilan sampel pada penelitian ini menggunakan teknik cluster random sampling karena berdasarkan kelas yang diajarkan oleh guru yang sama. Kemudian kelas tersebut diuji normalitas, homogenitas dan kesamaan rata-rata untuk menentukan dua kelas yang digunakan sebagai kelas eksperimen. Kelas eksperimen I berjumlah 34 orang dengan diberikan perlakuan model PBL dan kelas eksperimen II berjumlah 35 orang dengan diberikan perlakuan model CPS. Kedua kelas eksperimen tersebut diberikan tes akhir yang sama yaitu tes kemampuan pemecahan masalah matematis pada materi trigonometri sebanyak 5 soal yang diuji validitas dan reliabilitasnya. Berdasarkan hasil uji analisis diperoleh bahwa kedua kelas berpopulasi normal, dan memiliki varians yang sama, sehingga dihitung dengan uji-t yang memiliki varians yang sama. Dari perhitungan uji-t dengan taraf signifikansi a= 0,05, didapatkan thitung= 2,132 dan ttabel= 1,668 sehingga Ho ditolak maka dapat disimpulkan bahwa rata-rata kemapuan pemecahan masalah matematis siswa yang belajar menggunakan model PBL lebih tinggi dari kemampuan pemecahan masalah matematis siswa yang belajar menggunakan model CPS pada materi trigonometri di SMA Negeri 16 Jakarta. This study aims to determine whether there is a difference between the problem solving abilities of mathematical students who learn to use Problem Based Learning (PBL) model and students who learn to use Creative Problem Solving (CPS) model. If there is a difference, does the mathematical problemsolving ability of students learning to use PBLs be higher than students learning to use CPS models. This research was conducted at SMA Negeri 16 Jakarta in April until May 2017. This research method uses quasi experiment. The sampling technique in this study used cluster random sampling technique because based on the class that is taught by the same teacher. Then the class is tested for normality, homogenity and the average equation to determine the two classes used as the experimental class. The experimental class I was 34 people with the treatment of PBL model and experiment class II amounted to 35 people with the treatment of CPS model. Both experimental classes were given the same final test that is the test of mathematical problem solving ability on trigonometric material as much as 5 questions tested the validity and reliability. Based on the results of the analysis test, it is found that the two classes are normally populated, and have the same variance, so it is calculated by t-test which has the same variance. From t-test calculation with significance level α = 0,05, thitung = 2,132 and ttabel = 1,668 so H0 is rejected, it can be concluded that the average of the ability of solving mathematical problems of students who learn to use PBL model is higher than students' mathematical problem solving ability Who learned to use the CPS model on trigonometric material at SMA Negeri 16 Jakarta

The mediating effect of task presentation on collaboration and children's acquisition of scientific reasoning

There has been considerable research concerning peer interaction and the acquisition of children's scientific reasoning. This study investigated differences in collaborative activity between pairs of children working around a computer with pairs of children working with physical apparatus and related any differences to the development of children's scientific reasoning. Children aged between 9 and 10 years old (48 boys and 48 girls) were placed into either same ability or mixed ability pairs according to their individual, pre-test performance on a scientific reasoning task. These pairs then worked on either a computer version or a physical version of Inhelder and Piaget's (1958) chemical combination task. Type of presentation was found to mediate the nature and type of collaborative activity. The mixed-ability pairs working around the computer talked proportionally more about the task and management of the task; had proportionally more transactive discussions and used the record more productively than children working with the physical apparatus. Type of presentation was also found to mediated children's learning. Children in same ability pairs who worked with the physical apparatus improved significantly more than same ability pairs who worked around the computer. These findings were partially predicted from a socio-cultural theory and show the importance of tools for mediating collaborative activity and collaborative learning

Supporting Memorization and Problem Solving with Spatial Information Presentations in Virtual Environments

While it has been suggested that immersive virtual environments could provide benefits for educational applications, few studies have formally evaluated how the enhanced perceptual displays of such systems might improve learning. Using simplified memorization and problem-solving tasks as representative approximations of more advanced types of learning, we are investigating the effects of providing supplemental spatial information on the performance of learning-based activities within virtual environments. We performed two experiments to investigate whether users can take advantage of a spatial information presentation to improve performance on cognitive processing activities. In both experiments, information was presented either directly in front of the participant or wrapped around the participant along the walls of a surround display. In our first experiment, we found that the spatial presentation caused better performance on a memorization and recall task. To investigate whether the advantages of spatial information presentation extend beyond memorization to higher level cognitive activities, our second experiment employed a puzzle-like task that required critical thinking using the presented information. The results indicate that no performance improvements or mental workload reductions were gained from the spatial presentation method compared to a non-spatial layout for our problem-solving task. The results of these two experiments suggest that supplemental spatial information can support performance improvements for cognitive processing and learning-based activities, but its effectiveness is dependent on the nature of the task and a meaningful use of space