The Effect of Jumping Task Based on Creative Problem Solving on Students' Problem Solving Ability

Autor/inn/en	Hobri; Ummah, Irma Khoirul; Yuliati, Nanik; Dafik
Titel	The Effect of Jumping Task Based on Creative Problem Solving on Students' Problem Solving Ability
Quelle	In: International Journal of Instruction, 13 (2020) 1, S.387-406 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Physical Activities; Creative Thinking; Problem Solving; Junior High School Students; Grade 8; Mathematics Skills; Critical Thinking; Foreign Countries; Instructional Effectiveness; Experimental Groups; Control Groups; Indonesia + Suchen Sie Ihr Suchwort? Kreatives Denken; Problemlösen; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kritisches Denken; Ausland; Unterrichtserfolg; Indonesien
Abstract	This study aims to study the effectiveness of jumping task application based on creative problem solving in improving students' problem-solving abilities. The study was applied triangulation method, namely qualitative and quantitative methods. The research subject is eighth grade of Junior High School students. The research sample consists of three classes taken by applying cluster random sampling method. The qualitative research sample includes two students from experimental class, determined by purposive sampling based on their most unique answers. Data was obtained from pre-test and post-test on solving a problem sheet and also from an interview result. It implies the student problem solving tests of three classes are differences after the implementation of jumping task based on creative problem solving (CPS). The result of students' work and interview are analysed by qualitative method. It shows that the students' problem-solving abilities in mathematics learning with jumping task based on CPS is better than students' problem-solving abilities in mathematics learning with sharing task based on CPS, and students' problem-solving abilities in mathematics learning with sharing task based on CPS is better than students' problem-solving abilities in conventional model. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01