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Published: 4 June 2021
Last updated: 20 February 2023

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1

Duskri, M., Erni Maidiyah, Risnawati Risnawati, and Sri Ilham. "PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS DALAM PEMECAHAN MASALAH DI KELAS IX-6 SMPN 8 BANDA ACEH." Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika 1, no. 1 (June 1, 2017): 75. http://dx.doi.org/10.22373/jppm.v1i1.1734.

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The background of this study is the low level-achievement of students’ mathematical communication in solving problems of students grade 9 (Classroom IX-6), SMP Negeri 8 Banda Aceh. The results of the pre-test showed that 60% students only write the given information, 52% students only write the asking-problems, 4% students successfully make model/mathematical representation, 80% students write the formulas, 100% students write calculating operation, 72% students solve problems in well ordering and 64% students write summaries. The purposes of this study was to determine: (1) the way of applying Problem Based Learning (PBL) model enhancing students mathematical communication ability in solving problems, and (2) enhancing students mathematical communication in solving problems after applying PBL model. The Classroom Action Research (CAR) conducted in two cycles in 25 students. The data was collected by using teachers’ activity form and students’ activity form in teaching learning instruction of problem based learning model, test of students’ achievement in essay formed problem solving items, and rubric of students’ mathematical communication in assessing student mathematical problem solving. The observation data was analysed by describing instructional process based on the lesson plan, students’ achievement was analysed based on assessing rubric and scoring the percentage of minimal student achievement. The results showed: (1) the way of conducting problem based learning model is able to enhance students’ mathematical communication namely applying problem based learning model based on the steps of the model that have been improved to 12 steps, stress on students’ activity in each step, pose contextual problems based on real world problems, guides to applying steps of mathematical communication in each students’ worksheet (LKPD), and give real appreciation to students who ask and respond teachers’ questions and (2) students’ achievement in cycle I that achieve the minimal students’ achievement only 44%, meanwhile in cycle II increase to be 100%, on the other hand, students mathematical communication in cycle I only 60% students achieve the minimal students’ achievement increase to be 95,83% in cycle II . The Result showed that that 91,67% students only write the given information, 93,75% students only write the asking-problems, 85,42% students successfully make model/mathematical representation, 100% students write the formulas, 97,92% students write calculating operation, 85,42% students solve problems in well ordering and 97,92% students write summaries
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2

Mikusa, Michael G. "Problem Solving: Is More Than Solving Problems." Mathematics Teaching in the Middle School 4, no. 1 (September 1998): 20–25. http://dx.doi.org/10.5951/mtms.4.1.0020.

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The curriculum and evaluation Standards for School Mathematics (NCTM 1989) states that one of its five general goals is for all students to become mathematical problem solvers. It recommends that “to develop such abilities, students need to work on problems that may take hours, days, and even weeks to solve” (p. 6). Clearly the authors have not taught my students! When my students first encountered a mathematical problem, they believed that it could be solved simply because it was given to them in our mathematics class. They also “knew” that the technique or process for finding the solution to many problems was to apply a skill or procedure that had been recently taught in class. The goal for most of my students was simply to get an answer. If they ended up with the correct answer, great; if not, they knew that it was “my job” to show them the “proper” way to go about solving the problem.
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Tanna, Dr Paresh, Dr Amit Lathigara, and Dr Nirav Bhatt. "Implementation of Problem Based Learning to Solve Real Life Problems." Journal of Engineering Education Transformations 35, S1 (January 1, 2022): 103–11. http://dx.doi.org/10.16920/jeet/2022/v35is1/22015.

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Problem based learning (PBL) has been used for many years and it is one of the effective educational methodologies applicable for distinguished engineering disciplines. It is a widely used student-centric approach through which students get engaged to solve real world problems by research, continuous study, and regular practices along with knowledge utilization during implementation. This study explores the PBL with an advanced computer engineering course of pre-final year students. This study centers around the implementation of a system to solve one of the real-life problems and distinguishes a portion of the difficulties that lie ahead for PBL. Here, to examine the impact of PBL approach for the specified subject, the result of B.Tech. (CE and IT branches) sixth semester students (A.Y. 2019-20 and 2020-21) are considered with various known parameters. Students' feedback is taken at the end of course study. Problem title, hook of the problem, background or history of the problem, clarifying/providing constraints, list of deliverables, strategy to solve the problem, assessment criteria/rubric etc. are provided well in advance to the students to be comprehensible for the problem. Learning sequence sessions are also arranged on a regular basis during problem solving by the facilitator to fill out the gap. As a result, the PBL approach is found to be intended more strongly for engineering students than for other students; in contrast, with traditional MCQ based examination students mostly focus on mug up of concepts rather than implementation and critical thinking. Engineering students are able to work smartly along with hard work, and as a result students have developed their technical skills, collaborative skills, self-learning approach with advanced computer engineering courses. Assessment pattern has changed into advancement with the proposed PBL approach over a traditional MCQ based approach. Continuous assessment is performed on covering all segments of the exam. Results found with traditional approach are contrasted with results found with PBL approach and tracked down that a more prominent number of students had secured more than over average score (>=60%) with the proposed PBL approach and statistically proven for the same. This correlation shows that students are more noticeable and curious about the PBL approach as opposed to robbing up hypothetical ideas and choosing the appropriate answers with a traditional MCQ based approach. In Addition, student’s feedback is observed to be very satisfactory. It has been seen that through PBL, students' retaining level has extremely increased and their learning abilities and understanding level too has improved altogether. PBL plays out a fundamental role for achieving the student's involvement and commitment towardslearning. Logical, critical thinking, teamwork, technical etc. skills for engineering students can be developed effectively with the PBL approach. Keywords— Problem-based learning, Continuous assessment, PBL, self-regulated learning, self-directed learning
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Koriakina, Anzhelina A. "The Problem of Ethnic Tolerance Development among Students." Educational Process: International Journal 8, no. 1 (January 15, 2019): 85–90. http://dx.doi.org/10.22521/edupij.2019.81.6.

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5

Glines, Don, and Doris Rapp. "Allergies and Problem Students." Health Education 19, no. 2 (May 1988): 34–38. http://dx.doi.org/10.1080/00970050.1988.10610154.

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6

Schaeffler, Janice, and David Lester. "Impulsivity in Problem Students." Psychological Reports 70, no. 1 (February 1992): 10. http://dx.doi.org/10.2466/pr0.1992.70.1.10.

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7

Arnelia, Mutia Rahmi, and Syahrul Syahrul. "An Analysis of Students’ Problem in Writing a Personal Letter at 11th Grade of MAN 4 Agam." FOSTER: Journal of English Language Teaching 2, no. 2 (April 30, 2021): 346–57. http://dx.doi.org/10.24256/foster-jelt.v2i2.42.

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There were some students’ problems that the writer found at MAN 4 AGAM. First, some students could not develop their ideas when writing. Second, some students were confused about using tenses. Next, some students had limited vocabulary. The last, some students were wrong in diction. This research aimed to discover the students’ problems in writing personal letters and the causes of students’ problems in writing personal letters. In this research, the researcher used mix method by using descriptive design. The mixed-method was the combination of quantitative and qualitative research. The informants of this research were the students of the XI IS-1 class, which consisted of 19 students. The data were obtained through documentation and interview. This research found five aspects of students’ problems in writing a personal letter—the problems which percentage 18,2 % was content. The second was organization, with a percentage of 15,4 %. Next, the student's problem in grammar was 25,3 %. After that, the problem of vocabulary was 23,2 %. The last, mechanics’ problem was 17,7 %. Therefore, from the percentage, the most common of students’ problems was grammar. There were some causes why students got a problem in writing a personal letter. There was the psychological, linguistic, and cognitive problem. Thus, based on an interview with some students, the most cause of the problem was linguistic problems.
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Silver, Edward A., and Jinfa Cai. "Assessing Students' Mathematical Problem Posing." Teaching Children Mathematics 12, no. 3 (October 2005): 129–35. http://dx.doi.org/10.5951/tcm.12.3.0129.

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Posing problems is an intellectual activity that is crucially important in mathematics research and scientific investigation. Indeed, some have argued that problem posing, as a part of scientific or mathematical inquiry, is usually at least as important as problem solving (Einstein and Infeld 1938; Hadamard 1945).
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Moore, Kevin C., and Marilyn P. Carlson. "Students’ images of problem contexts when solving applied problems." Journal of Mathematical Behavior 31, no. 1 (March 2012): 48–59. http://dx.doi.org/10.1016/j.jmathb.2011.09.001.

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10

Saputra, Ade Tegar, Jumadi Jumadi, Debora Wibianne Paramitha, and Siti Sarah. "Problem-Solving Approach in Multiple Representations of Qualitative and Quantitative Problems in Kinematics Motion." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 8, no. 1 (April 29, 2019): 89–98. http://dx.doi.org/10.24042/jipfalbiruni.v8i1.3801.

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The study aims to find the approach used by students in solving physics problems with symbol and graph representations and also to find out the student's approach to solving qualitative and quantitative questions. This is related to student good problem solvers use multiple representations to solve the problem. They use the qualitative and quantitative approach in a physics problem. The type of research conducted to find out this is quantitative descriptive. In this study, data were obtained by tests and interviews. We give four problems in kinematic motions to undergraduate students. The problem consists of a graphic and symbol representation of qualitative and quantitative problems. The result shows that the quantitative problem of symbol and graphic representation, all of the students only solve the problem without qualitative analysis. That proves in these problems all of the students become a novice problem solver in this problem. Different from it, 84% of students not only solve the qualitative physics problem in symbol representation problems with the qualitative approach but also, we solve with quantitative analysis. On the other hand, they only explain the graph representations problem with descriptions
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11

Auliatullah, S. R., Y. Fuad, and R. Ekawati. "Students’ Problem Solving Behavior On Multiplicative Word Problem." Journal of Physics: Conference Series 1417 (December 2019): 012046. http://dx.doi.org/10.1088/1742-6596/1417/1/012046.

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12

Rubenstein, Lisa DaVia, Gregory L. Callan, Kristie Speirs Neumeister, and Lisa M. Ridgley. "Finding the problem: How students approach problem identification." Thinking Skills and Creativity 35 (March 2020): 100635. http://dx.doi.org/10.1016/j.tsc.2020.100635.

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Barlow, Angela T., Matthew Duncan, Alyson E. Lischka, Kristin S. Hartland, and J. Christopher Willingham. "Are Your Students Problem Performers or Problem Solvers." Teaching Children Mathematics 23, no. 9 (May 2017): 550–58. http://dx.doi.org/10.5951/teacchilmath.23.9.0550.

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14

Rabovsky, Thomas. "Deconstructing School Choice: Problem Schools or Problem Students?" Public Administration Review 71, no. 1 (January 2011): 87–95. http://dx.doi.org/10.1111/j.1540-6210.2010.02309.x.

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15

Suningsih, Ari, and Dewi Nopitasari. "Mathematical Problem-Solving Ability in Differential Equation." Basic and Applied Education Research Journal 1, no. 1 (October 16, 2020): 37–40. http://dx.doi.org/10.11594/baerj.01.01.05.

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This study aims to describe the student's ability to solve math problems in the Differential Equation course in Polya's steps. This research is a descrip-tive study. The research subjects were the 6th-semester students of STKIP MPL for the 2018-2019 academic year. Data analysis used processed and pre-pared data, read the entire data, analyzed the detail, implemented the coding process, described themes, interpreted the data. The study found that the easy variable differential equation problems could be separated, 2 students understood the problem, 5 students initiated the solution, 4 students com-pleted through the plan, 2 students checked again, 2 students completed through the plan, no students checked again.
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Ayu Fitri and Siti Fatimah. "Model Problem Based Learning Affecting Ability to Solve Problem Math Story Students Class IV Students Basic School." Jurnal Sekolah Dasar 4, no. 1 (December 31, 2019): 40–49. http://dx.doi.org/10.36805/jurnalsekolahdasar.v4i1.759.

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This study aims to determine the difference between the influence of the problem based learning model and those who do not use the problem based learning model on the ability to solve mathematical story problems for fourth grade students of Adiarsa Barat II Elementary School in 2018/2019. This research is a quantitative research with quasi experimental research type. With the sample used in this study amounted to 30 students with a population of 60 students. Data collection techniques using the ability to solve math problems in the form of essay questions. In testing the validity of the test the ability to solve mathematical story questions from 10 items all declared valid. The reliability test results obtained r11 finished 0.843. Hypothesis testing results, with the t-sig test (2 tailed) obtained 0.037 <0.05 with a tcount of 2.140> t table 1.699 then Ho is rejected, then it means there is a difference in the final value of the ability to solve mathematical story problems between students using the Problem Based Learning model with who do not use the Problem Based Learning model. The results of this study concluded that there was a difference in the influence of the Problem Based Learning model on the ability to solve math problems in grade IV SD Negeri Adiarsa Barat II in the 2018/2019 academic year.
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Ayu Fitri and Siti Fatimah. "Model Problem Based Learning Affecting Ability to Solve Problem Math Story Students Class IV Students Basic School." Jurnal Sekolah Dasar 4, no. 1 (December 31, 2019): 40–49. http://dx.doi.org/10.36805/jurnalsekolahdasar.v4i1.871.

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This study aims to determine the difference between the influence of the problem based learning model and those who do not use the problem based learning model on the ability to solve mathematical story problems for fourth grade students of Adiarsa Barat II Elementary School in 2018/2019. This research is a quantitative research with quasi experimental research type. With the sample used in this study amounted to 30 students with a population of 60 students. Data collection techniques using the ability to solve math problems in the form of essay questions. In testing the validity of the test the ability to solve mathematical story questions from 10 items all declared valid. The reliability test results obtained r11 finished 0.843. Hypothesis testing results, with the t-sig test (2 tailed) obtained 0.037 <0.05 with a tcount of 2.140> t table 1.699 then Ho is rejected, then it means there is a difference in the final value of the ability to solve mathematical story problems between students using the Problem Based Learning model with who do not use the Problem Based Learning model. The results of this study concluded that there was a difference in the influence of the Problem Based Learning model on the ability to solve math problems in grade IV SD Negeri Adiarsa Barat II in the 2018/2019
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Ayu Fitri and Siti Fatimah. "Model Problem Based Learning Affecting Ability to Solve Problem Math Story Students Class IV Students Basic School." Jurnal Sekolah Dasar 4, no. 2 (September 9, 2019): 40–49. http://dx.doi.org/10.36805/jurnalsekolahdasar.v4i2.882.

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This study aims to determine the difference between the influence of the problem based learning model and those who do not use the problem based learning model on the ability to solve mathematical story problems for fourth grade students of Adiarsa Barat II Elementary School in 2018/2019. This research is a quantitative research with quasi experimental research type. With the sample used in this study amounted to 30 students with a population of 60 students. Data collection techniques using the ability to solve math problems in the form of essay questions. In testing the validity of the test the ability to solve mathematical story questions from 10 items all declared valid. The reliability test results obtained r11 finished 0.843. Hypothesis testing results, with the t-sig test (2 tailed) obtained 0.037 <0.05 with a tcount of 2.140> t table 1.699 then Ho is rejected, then it means there is a difference in the final value of the ability to solve mathematical story problems between students using the Problem Based Learning model with who do not use the Problem Based Learning model. The results of this study concluded that there was a difference in the influence of the Problem Based Learning model on the ability to solve math problems in grade IV SD Negeri Adiarsa Barat II in the 2018/2019
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19

Triana, Riyadi*,, Triana Jamilatus, and Puput Nikmaturrohmah. "Profile of Students’ Problem-Solving Skills Viewed from Polya's Four-Steps Approach and Elementary School Students." European Journal of Educational Research 10, no. 4 (October 15, 2021): 1625–38. http://dx.doi.org/10.12973/eu-jer.10.4.1625.

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<p style="text-align: justify;">Problem-solving is considered one of the thinking skills that must be possessed in 21<sup>st</sup>-century education because problem-solving skills are required to solve all problems that arise. The problem-solving stages that can be used are Polya's four steps, namely, understanding the problem, devising a plan, carrying out the plan, and looking back. Problem-solving skills are essential for solving word problems. Word problems based on arithmetic operations are divided into three types: one-step, two-step, and multistep. This qualitative research aimed to see problem-solving skills viewed from the type of word questions and elementary school students’ third, fourth, and fifth grades. A purposive sampling technique with 22 third-grade students, 28 fourth-grade students, and 21 fifth-grade students was used. The data were collected using documentation, testing, and interview methods. The findings of the study showed that fourth-grade students’ problem-solving skills are better than those of third-grade students, and the problem-solving skills of fifth-grade students are better than those of fourth-grade students. The percentage of Polya's steps always decreases because not all students master problem-solving. Based on the types of questions, the percentage of the one-step word problem is better than that of the two-step while the percentage of the two-step word problems is higher than that of the multistep.</p>
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Kaba, Yasemin. "The relationships between middle school students’ problem posing achievements and math problem solving attitudes: Fractions." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 462–71. http://dx.doi.org/10.18844/prosoc.v4i1.2289.

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21

M. Amin, Fakhrurrazi. "Students Problem in Translating Pragmatic Equivalency." JADEs : Journal of Academia in English Education 1, no. 1 (June 15, 2020): 50–71. http://dx.doi.org/10.32505/jades.v1i1.2705.

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The objective of the study is to analyze students’ problem in pragmatic equivalence from Source Language to Target Language. The research applied qualitative method, data collected through questionnaire, interview, and observation. To process the data, interactive model of Miles and Huberman was applied to find out the result of the research. The subject of the study was the sixth semester students of English Education Department who are taken a translation class. The result showed that there are several problems faced by students on pragmatic equivalence from Source Language to Target Language in translation class. Those problems are coherence process, implicature/idiom, language structure, quality and velocity. And they faced the problem with many factors including on lack of understanding and mastering the material while translation learning occurs. Based on these finding it can be concluded that has faced the problem in pragmatic equivalence.
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Nuzliah, Nuzliah. "KONTRIBUSI MOTIVASI BELAJAR, KREATIVITAS TERHADAP PROBLEM SOLVING (PEMECAHAN MASALAH) SISWA DALAM BELAJAR SERTA IMPLIKASI TERHADAP BIMBINGAN DAN KONSELING DI SMPN 29 PADANG." JURNAL EDUKASI: Jurnal Bimbingan Konseling 1, no. 2 (March 30, 2016): 157. http://dx.doi.org/10.22373/je.v1i2.603.

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Problem Solving ability was very crucial to support the students in learning activities. Those who were able to solve learning problems would get satisfactory achievement and vise versa. Problem solving ability of the students was affected by their learning motivation and creativity. This research was intended to reveal the students’ learning motivation, creativity and problem solving ability in learning. In addition this research also sought to reveal the contribution of learning motivation and creativity toward the students’ Problem Solving ability in learning. This research applied correlational approach which was aimed at revealing the extent to which a variable contributed to the other variable in a research. The population of the research was 283 students in class VII of SMP Negeri 29 Padang. By using Proportional Stratified Random Sampling technique, 166 students were chosen as the sample. The instrument of the research was Likert scale model. The data gotten were analyzed by using descriptive technique. The hypothesis was tested by using multiple regression technique. The research findings indicated that: (1) the students’ learning motivation in general was in low category, (2) the students’ creativity in general was in average category, (3) problem solving ability of the students was in average category, (4) learning motivation had contribution toward the students’ problem solving ability in learning (5) creativity had contribution toward the students’ problem solving ability in learning,(6) learning motivation, creativity had contribution toward the students’ problem solving ability in learning.
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Lawson, Michael J., and Donald N. Rice. "Thinking Aloud: Analysing Students' Mathematics Performance." School Psychology International 8, no. 4 (October 1987): 233–44. http://dx.doi.org/10.1177/014303438700800404.

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Psychologists, teachers and researchers have a common interest in understanding how students solve mathematics problems. We want, and need, to understand how solutions to problems are developed so that interactions with both successful and unsuccessful problem-solvers can become more effective. In order to build a more sophisticated understanding of problem-solving we must consider a number of major factors — the instructional setting, the nature of the problem-solver, the resources available, the structure of the mathematical content and the student's understanding of that, and the processes used in the solution. Also needed is a technique for identifying those processes in samples of students' mathematics performance. What we learn from using the technique influences the design of future instruction.
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Bulu, Vera Rosalina, and Taty R. Koroh. "ANALISIS KESULITAN SISWA DALAM MENYELESAIKAN MASALAH GEOMETRI DITINJAU DARI KEMAMPUAN MATEMATIKA SISWA." Prima Magistra: Jurnal Ilmiah Kependidikan 3, no. 1 (January 7, 2022): 139–49. http://dx.doi.org/10.37478/jpm.v3i1.1514.

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This research aims to describe the difficulty of students in solving mathematical problems of geometric materials in view of the student's mathematical abilities. Description of the student's difficulties can help the teacher as information to provide solutions in overcoming the difficulties of students in solving geometry problems. This research is descriptive qualitative research. This research was imposed on students of class VIII of State Junior High School I Amanuban Barat. The sample in the study was 3 students with high, moderate and low ability. Samples are taken using purposive sampling techniques. Data retrieval techniques use observations, interviews and geometric material troubleshooting tests. Data analysis techniques use qualitative data analysis. The results showed that highly capable students have difficulty in re-examining the results of problem solving, students are having difficulty in determining the strategy to be used, using those strategies to solve problems and re-examine the results of solving the problem. Furthermore, low-skilled students have difficulties ranging from understanding problems, determining settlement strategies, using settlement strategies and re-examining the solving of mathematical problems. This is because learners do not understand the concept of geometry, are not used to practicing problem solving problems that result in students not having strategies in solving mathematical problems encountered. Furthermore, the advice that can be given is that teachers need to map the difficulty of solving problems in each existing material so as to help teachers and students in overcoming difficulties solving math problems.
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Andresen, Mette. "Students' Creativity in Problem Solving." Acta Mathematica Nitriensia 1, no. 1 (2015): 1–10. http://dx.doi.org/10.17846/amn.2015.1.1.1-10.

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Salviejo, Ryan P. "Unraveling Students’ Problem-Solving Difficulty." Advanced Science Letters 24, no. 11 (November 1, 2018): 8301–5. http://dx.doi.org/10.1166/asl.2018.12546.

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Maas, Cora J. M., and G. Wim Meijnen. "PROBLEM STUDENTS: A CONTEXTUAL PHENOMENON?" Social Behavior and Personality: an international journal 27, no. 4 (January 1, 1999): 387–406. http://dx.doi.org/10.2224/sbp.1999.27.4.387.

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The number of referrals to different types of special education has been increasing for years in the Netherlands. In particular the number of children with Learning and/or Behavioral Difficulties (LBD) has increased sharply. The teacher usually describes them as students with problems or with special educational needs. This study investigates which factors influence teachers' judgement in this respect, with a particular focus on contextual factors at class level. The study looked at 2,340 students from 114 primary school classes in the Netherlands. Multilevel analyses show that 13% of the total variation in teachers' judgement is group (context) level variance and 87% individual (student) level variance. Contextual factors which influence teachers' judgement are: the average level of achievement in the class, the amount of disruptive behavior in the whole teaching group and the percentage of boys in the class. Various characteristics of individual teachers turn out to be irrelevant.
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Burke, J., R. G. Matthew, M. Field, and D. Lloyd. "Students validate problem based learning." BMJ 332, no. 7537 (February 9, 2006): 365.1. http://dx.doi.org/10.1136/bmj.332.7537.365.

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Malimonov, Igor Vasileviсh, Liudmila Gennad’evna Korol, Irina Georgievna Sinkovskaya, and Dmitriy Vladimiroviсh Rakhinskiy. "PROBLEM MATING BEHAVIOR OF STUDENTS." Sovremennye issledovaniya sotsialnykh problem, no. 10 (December 23, 2015): 202. http://dx.doi.org/10.12731/2218-7405-2015-10-19.

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Brophy, Jere. "Media Review: Teaching Problem Students." Behavioral Disorders 22, no. 3 (May 1997): 179–80. http://dx.doi.org/10.1177/019874299702200301.

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Weishew, Nancy L., and Samuel S. Peng. "Variables Predicting Students' Problem Behaviors." Journal of Educational Research 87, no. 1 (September 1, 1993): 5–17. http://dx.doi.org/10.1080/00220671.1993.9941160.

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Verzoni, Kathryn A. "Turning Students into Problem Solvers." Mathematics Teaching in the Middle School 3, no. 2 (October 1997): 102–7. http://dx.doi.org/10.5951/mtms.3.2.0102.

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Whether four or forty years old, people hope that what they learn in school will apply to their lives outside school. Unfortunately, these links do not occur as frequently as we would like. Too often, concepts and skills are learned with little apparent connection to their ultimate usefulness. Too often, students tolerate school learning in a disengaged fashion.
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Gnaldi, Michela, Silvia Bacci, Thiemo Kunze, and Samuel Greiff. "Students’ Complex Problem Solving Profiles." Psychometrika 85, no. 2 (June 2020): 469–501. http://dx.doi.org/10.1007/s11336-020-09709-2.

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Anderson, Rebecca S., and Jane B. Puckett. "Assessing Students' Problem-Solving Assignments." New Directions for Teaching and Learning 2003, no. 95 (2003): 81–87. http://dx.doi.org/10.1002/tl.117.

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Acquandoh, Emmanuel, Zakari Zunurain, Dennis Offei Kwakye, and Samuel Redeemer Adornyo. "Effects of Teaching Students through Problem-Solving on Students’ Academic Performance in Problem-Solving." Jurnal Gantang 7, no. 2 (December 28, 2022): 121–27. http://dx.doi.org/10.31629/jg.v7i2.5314.

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The study aimed to determine how teaching students problem-solving techniques affected their academic problem-solving performance. A quasi-experimental research design was used for this study. The BIA Lamplighter College of Education's level 400 students make up the population for the 2022–2023 academic year. However, all upper primary students were chosen for the study because Problem-solving was a subject taught in that grade. There were three groups of 126 upper primary students in total. Intact groups were used in the study. The problem-solving technique was used in conjunction with the whole class, cooperative, and think-pair-share teaching methods while teaching Groups 1, 2, and 3 (G1, G2, and G3). Scores from the pre-and post-tests were used to gather information. The data were analyzed using ANOVA, Wilcoxon Signed Ranks, Kruskal-Wallis Test, both Wilcoxon W and Mann-Whitney U. The study's conclusions suggest that teaching through Problem-solving may enhance students' problem-solving abilities. The study also discovered that both students taught using whole-class teaching strategies and students led using cooperative learning and think pair teaching strategies benefit from the techniques. After using the "teaching through" problem-solving approach, there was no discernible difference in performance between male and female students.
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Shadreck, Mandina, and Ochonogor Chukunoye Enunuwe. "Problem Solving Instruction for Overcoming Students’ Difficulties in Stoichiometric Problems." Acta Didactica Napocensia 10, no. 4 (December 30, 2017): 69–78. http://dx.doi.org/10.24193/adn.10.4.8.

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Slack, Susie Johnston, and Jim Stewart. "High school students' problem-solving performance on realistic genetics problems." Journal of Research in Science Teaching 27, no. 1 (January 1990): 55–67. http://dx.doi.org/10.1002/tea.3660270106.

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38

Sanwidi, Ardhi. "STUDENTS' REPRESENTATION IN SOLVING WORD PROBLEM." Infinity Journal 7, no. 2 (September 30, 2018): 147. http://dx.doi.org/10.22460/infinity.v7i2.p147-154.

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The purpose of this research is to describe the representation of sixth grade students in solving mathematics word problems. The focus of the representation of this research is an external representation which is viewed from students with high mathematical abilities. The method used in this research is task-based interview, by giving a problem test of word problems. Students who have a high level of abilities, he makes pictures of all problems and successfully solve the problems. Students whose level of abilities is lacking, he only makes incomplete symbol / verbal representations, he has wrong when solving the problems. Various kinds of representations and increasing abilities in many problems such as multiplying exercises and solve the word pronlem. Applying various representations to students are very important to be improved by students in order to succeed in solving various mathematical word problems.
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Garofalo, Joe. "Mathematical Problem Preferences of Meaning-Oriented and Number-Oriented Problem Solvers." Journal for the Education of the Gifted 17, no. 1 (January 1993): 26–40. http://dx.doi.org/10.1177/016235329301700104.

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This article reports on the problem preferences of meaning-oriented and number-oriented mathematical problem solvers. In general, very successful meaning-oriented students expressed preferences for solving multi-step and non-routine problems, while, not surprisingly, less successful number-oriented students expressed preferences for simple routine problems. However, when in graded situations, even the very successful students preferred simple problems. Reasons for these preferences are discussed, along with some of their implications for teaching mathematics to meaning-oriented students.
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Nugraha, Derry, Heri Ginanjar, and Rosalina Rolina. "Problem Solving Ability and Problem Based Learning." (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 1, no. 3 (September 30, 2018): 239. http://dx.doi.org/10.22460/jiml.v1i3.p239-243.

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The research was caused by the poor of mathematical problem solving ability of students. This research aimed to compare of mathematical problem solving between students who learned through problem based learning and scientific approach. The method was an experimental method with a pretest-posttest control group design involving two groups and random sampling. At the first and end of learning, the two classes are given a test. The population in this research were Madrasah Aliyah students in Cimahi, while the sample consisted of two randomly selected classes. One class which was given problem based learning and other class was given a scientific approach. The instrument was a set of 5-item mathematical problem solving test description, then those were analyzed with descriptive and inferential statistics using the help of minitab 17 software. Based on the results of the research, the conclusion was the improvement of mathematical problem solving of students using problem based learning was better than students who use a scientific approach.
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Vacaretu, Ariana Stanca P. "Reading Texts and Writing Problems to Improve Problem Solving." Mathematics Teacher 101, no. 6 (February 2008): 451–55. http://dx.doi.org/10.5951/mt.101.6.0451.

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Lessons for helping students translate the grammar and structure of application problems into math operations. Two instructional activities carried out in a ninth-grade Romanian classroom are described and a number of reading and writing strategies suggested that can be used to assist students in understanding and solving mathematics problems.
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Arifin, Egi Gustomo. "Problem Based Learning to Improve Critical Thinking." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 4 (July 17, 2021): 98. http://dx.doi.org/10.20961/shes.v3i4.53288.

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<em>curriculum has also changed, namely with a scientific approach. The criteria in this approach emphasize several aspects, including learning materials based on facts or phenomena that can be explained by logic, teacher explanations, student responses, and educative interactions between teachers and students, subjective thinking, encouraging and inspiring students to think critically, analytically, and accurately in identifying, understanding, solving problems, and applying learning materials.Teachers as educators must develop student's critical thinking skills. Aim of this study describes the concept of Problem Based Learning (PBL), components of critical thinking skills and the relationship of PBL with critical thinking skills. The results are problem-based learning can improve critical thinking through 5 phases, (a) orienting problems; (b) organize students to research; (c) assist group investigations; (d) develop and present the work; (e) analyze and evaluate the problem solving process.</em>
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Van Bommel, Jorryt, and Hanna Palmér. "Young students’ views on problem solving versus problem posing." Journal of Childhood, Education & Society 2, no. 1 (February 19, 2021): 1–13. http://dx.doi.org/10.37291/2717638x.20212165.

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For decades, problem solving has been of interest to researchers, and several studies have tried to capture the influence of students’ beliefs, attitudes and emotions towards mathematics and problem solving. However, problem posing as part of problem solving has not been investigated to the same extent. This article focuses on six-year-olds’ views on solving and posing problems. How do the students themselves describe their views on solving and posing problem-solving tasks, and what similarities and differences can be found? An educational design research study was conducted in three classes where the students first solved and then posed problem-solving tasks. Afterwards, the students were interviewed. In these interviews the students expressed positive views towards both solving and posing problem-solving tasks. The students expressed autonomy and challenge as positive when both solving and posing tasks. However, a posed task needed to be solved before being finished. Further, not all students considered problem posing to be a mathematical activity, and a plausible explanation for this is the students’ limited experience of problem posing.
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Sumaji, C. Sa’dijah, Susiswo, and Sisworo. "Students’ problem in communicating mathematical problem solving of Geometry." IOP Conference Series: Earth and Environmental Science 243 (April 9, 2019): 012128. http://dx.doi.org/10.1088/1755-1315/243/1/012128.

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Maulana, Fajri, and Novia Tri Yuniawati. "Students’ Problem Solving Ability in Non-routine Geometry Problem." International Journal of Information and Education Technology 8, no. 9 (2018): 661–67. http://dx.doi.org/10.18178/ijiet.2018.8.9.1118.

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Intaros, Pimpaka, Maitree Inprasitha, and Niwat Srisawadi. "Students’ Problem Solving Strategies in Problem Solving-mathematics Classroom." Procedia - Social and Behavioral Sciences 116 (February 2014): 4119–23. http://dx.doi.org/10.1016/j.sbspro.2014.01.901.

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Timutius, Febriananingsih, Nadya Rahma Apriliani, and Martin Bernard. "ANALISIS KESALAHAN SISWA KELAS IX-G DI SMP NEGERI 3 CIMAHI DALAM MENYELESAIKAN SOAL PEMECAHAN MASALAH MATEMATIK PADA MATERI LINGKARAN." JPMI (Jurnal Pembelajaran Matematika Inovatif) 1, no. 3 (May 23, 2018): 305. http://dx.doi.org/10.22460/jpmi.v1i3.p305-312.

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The purpose of this research is to describe the student's mistake in solving the problem of mathematical problem solving. The method used in this research is descriptive qualitative. This research was conducted in class IX-G SMP Negeri 3 Cimahi with the number of students as much as 38 people. The data obtained from the written test about the problem solving ability of mathematics as much as 5 questions. Based on the results of research conducted from the test 5 problem solving mathematical problems only 29% of students who master the problem of solving mathematical problems, means 71% of students do not master the problem of problem solving mathematics. The average value of students is 5.68 with highs of 13 and lows one of the maximum value of 20. From the analysis of the responses of the students, there were some mistakes made by the students in solving the problem is: The process of settlement is not systematic, not No settlement process, directly to the answer, many do not wear the unit of length and wide, mistakenly write unit area and length, some even wearing unit volume, do not understand the problem, the conclusions are not relevant to the result of the settlement, mistaken in identifying the image, settlement which is not complete, so it can be concluded that the mathematical problem solving ability of grade IX-G students in SMP Negeri 3 Cimahi is still low.
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Kruk, Wacław, Agnieszka Hubert-Lutecka, Karolina Zając, and Izabela Cichocka. "Smoking by students – scale of the problem." Medycyna Ogólna i Nauki o Zdrowiu 20, no. 4 (December 15, 2014): 433–38. http://dx.doi.org/10.5604/20834543.1132051.

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STANLY, Dr S. LEO. "Problem Solving Ability of IX Standard Students in Pondicherry Region." Indian Journal of Applied Research 4, no. 2 (October 1, 2011): 3–2. http://dx.doi.org/10.15373/2249555x/feb2014/43.

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Domina, Iuliana. "Students’ Gender Socialization: to the Problem of Defining a Notion." Bulletin of Luhansk Taras Shevchenko National University 2, no. 2 (333) (2020): 146–56. http://dx.doi.org/10.12958/2227-2844-2020-2(333)-2-146-156.

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