The Effect of Problem Posing Model on University Students’ Creativity and Problem-Solving Skills

Fatimah Djafar

doi:10.35445/alishlah.v14i1.1086

The Effect of Problem Posing Model on University Students’ Creativity and Problem-Solving Skills

Fatimah Djafar

Abstract

One of the goals of education is to prepare graduates to compete in a world of work that has undergone massive social and technological changes. For this reason, an ideal education should develop several skills that must be mastered in the 21st century, including problem-solving skills and creativity. This study aims to determine the impact of the problem-posing learning model on problem-solving & creativity skills in learning statistics. A quasi-experimental research design is used in this study involving 29 students. Data were collected using two questionnaires, namely problem-solving skills & creativity skills questionnaires. The data that has been collected is then analyzed quantitatively using SPSS 20.00 by running a t-test. The results showed that the problem-posing learning model was proven to have a significant positive impact on problem-solving and creative thinking skills compared to classes using conventional learning models.

Keywords

Creativity Skill, Problem Solving Skill, Problem Posing Model

Full Text:

PDF

References

Almeida, L. S., Prieto, L. P., Ferrando, M., Oliveira, E., & Ferrandiz, C. (2008). Torrance test of creative thinking: The question of is construct validity. Thinking Skills and Creativity, 3, 53–58. https://doi.org/10.1016/j.tsc.2008.03.003

Aurah, C. M., Cassady, J. C., & McConnell, T. J. (2014). Predicting problem solving ability from metacognition and self-efficacy beliefs on a cross validated sample. British Journal of Education, 2(1), 49–72.

Badran, I. (2007). Enhancing creativity and innovation in engineering education. European Journal of ENgineering Education, 32(5), 573–585. https://doi.org/10.1080/03043 790701433061

Bahar, M., & Aksüt, P. (2020). Investigation on the effects of activity-based science teaching practices in the acquisition of problem solving skills for 5-6 year old pre-school children. Journal of Turkish Science Education, 17(1), 22–39. https://doi.org/10.36681/ tused.2020.11

Blanco, L. J., Barona, E. G., & Carrasco, A. C. (2013). Cognition and affect in mathematics problem solving with perspective teachers. Math Enthusiast, 10(1), 335–364.

Bosch, N. (2008). Rubric for creative thinking skills evaluation. KCCL.

Cai, J., & Hwang, S. (2019). Learning to teach through mathematical problem posing: Theoretical considerations, methodology and directions for future research. International Journal of Educational Resaerch, 102, 1–6. https://doi.org/10.1016/j.ijer.2019.01.001

Cai, J., & Lester, F. (2010). Why is teaching with problem solving important to student learning? National Council of Teachers of Mathematics.

Catarino, P., Vasco, P., Lopes, J., Silva, H., & Morais, E. (2019). Cooperative learning on promoting creative thinking and mathematical creativity in higher education. REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio En Educacion, 17(3), 5–22.

Chen, S. Y., Lai, C. F., Lai, Y. H., & Su, Y. S. (2019). Effect of project based learning on development of students’ creative thinking. The International Journal of Electrical Engineering and Education, 1, 1–19. https://doi.org/10.1177/0020720919846808

Docktor, J. L., Strand, N. E., Mestre, J. P., & Ross, B. H. (2015). Conceptual problem solving in high school physics. Physical Review Special Topics-Physics Education Research, 11(2).

Dwi Wiwik Ernawati, M., Damris, M., A. Asrial, & Muhaimin, M. (2019). Development of creative thinking skill instruments for chemistry student teachers in Indonesia. International Journal of Online and Biomedical Engineering, 15(14), 21–30. https://doi.org/10.3991/ijoe.v15i14.11354

Fazylova, S., & Rusol, I. (2016). Development of creativity in schoolchidren through art. Czech-Polish Historical and Pedagogical Journal, 8(2), 112–123. https://doi.org/10.5817/cphpj-2016-0023

Gopalan, M., Rosunger, K., & Ahn, J. B. (2020). Use of quasi-experimental reserach design in education research: Growth, promise, and challeges. Review of Research in Education, 44, 1–13. https://doi.org/10.3102/0091732X20903302

Hargreaves, H. (2003). Teaching in the knowledge society. Teacher College Press.

Helaluddin, H. (2018). Redesain kurikulum pendidikan tinggi islam: Strategi dalam menyongsong era reolusi industri 4.0. Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam, 8(2), 258–277. https://doi.org/10.22373/jm.v8i2.3224

Helaluddin, H., & Alamsyah, A. (2019). Kajian konseptual tentang social-emotional learning (sel) dalam pembelajaran bahasa. Al-Ishlah: Jurnal Pendidikan, 11(1), 1–16.

Helaluddin, H., & Fransori, A. (2019). Integrasi the four cs dalam pembelajaran bahasa. Eduhumaniora: Jurnal Pendidikan Dasar, 11(2), 95–106. ejournal.upi.edu/index.php/ eduhumaniora

Hooker, C. (2017). A proposed universal model of problem solving for design, science and cognate fields. New Ideas in Psychology, 47, 41–48. https://doi.org/https://doi.org/ 10.1016/J.NEWIDEAPSYCH.2017.05.001

Hu, R., Xiaohui, S., & Shieh, C. J. (2017). A study on the application of creative problem solving teaching to statistics teaching. EURASIA: Journal of Mathematics, Science and Technology, 13(7), 3139–3149. https://doi.org/10.12973/eurasia.2017.00708a

Jatisunda, M. G., Suciawati, V., & Nahdi, D. S. (2020). Discovery learning with scaffolding to promote mathematical creative thinking ability and self-efficacy. Al-Jabar: Jurnal Pendidikan Matematika, 11(2), 351–370. https://doi.org/10.24042/ajpm.v11i2.6903

Khalid, M., Saad, S., Abdul Hamid, S. R., Ridhuan Abdullah, M., Ibrahim, H., & Shahrill, M. (2020). Enhancing creativity and problem solving skills through creative problem solving in teaching mathematics. Creativity Studies, 13(2), 270–291. https://doi.org/10.3846/cs. 2020.11027

Kim, J. Y., Choi, D. S., Sung, C. S., & Park, J. Y. (2018). The role of problem solving ability on innovative behavior and opportunity recognition in university students. Journal of Open Innovation: Technology, Market, and Complexity, 4(1), 1–13. https://doi.org/10.1186/ s40852-018-0085-4

Kim, K. H. (2011). The creativity crisis: The decrease in creative thinking scores on the torrance tests of creative thinking. Creativity Research Journal, 23(4), 285–295. https://doi.org/10.1080/10400419.2011.627805

Kim, S. H., & Song, K. S. (2012). The effects of thinking style based cooperative learning on group creativity. Creative Education, 3, 20–24. https://doi.org/10.4236/ce.2012.38B005

Kimbell, R. (2000). Creativity in crisis. Journal of Design and Technology Education, 5(3), 206–211.

Leasa, M., Batlolona, J. R., & Talakua, M. (2021). Elementary students’ creative thinking skills in science in the Maluku Islands, Indonesia. Creativity Studies, 14(1), 74–89. https://doi.org/10.3846/cs.2021.11244

Leikin, R., & Pitta-Pantazi, D. (2013). Creativity and mathematics education: The state of the art. ZDM, 45, 159–166. https://doi.org/10.1007/s11858-012-0459-1

Lince, R. (2016). Creative thinking ability to increase student mathematical of junior high school by applying models numbered heads together. Journal of Education and Practice, 7(6), 206–212.

Masduki, Kholid, M. N., & Khotimah, R. P. (2020). Exploring students’ problem-solving ability and response towards metacognitive strategy in mathematics learning. Universal Journal of Educational Research, 8(8), 3698–3703. https://doi.org/10.13189/ujer.2020.080849

Newton, L. D., & Newton, D. P. (2010). What teachers see as creative incidents in elementary science lessons. International Journal of Science Education, 32(15), 1989–2005. https://doi.org/10.1080/09500690903233249

Ng, S. F., Azlan, M. A. K., Kamal, A. N. A., & Manion, A. (2020). A quai-experiment on using guided mobile learning interventions in esl clssrooms: Time use and academic performance. Education and Information Technologies, 1–14. https://doi.org/10.1007/ S10639-020-10191-7

Ozcan, Z. C. (2015). The relationship between mathematical problem-solving skills and self-regulated learning through homework behaviours, motivation, and metacognition. International Journal of Mathematical Education in Science and Technology, 47(3), 408–420. https://doi.org/10.1080/0020739X.2015.1080313

Ozrecberoglu, N., & Caganaga, C. K. (2018). Making it count: Strategies for improving problem-solving skills in mathematics for students and teachers’ classroom management. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1253–1261. https://doi.org/10.29333/ejmste/82536

Polya, G. (1973). How to solve it: A new aspect of mathematical method. Princeton University Press.

Ritter, S. M., & Mostert, N. (2017). Enhancement of creative thinking skills using a cognitive-based creativity training. Journal of Cognitive Enhancement, 1, 243–253. https://doi.org/10.1007/s41465-016-0002-3

Rokhmat, J., Marzuki Marzuki, Wahyusi, W., & Putrie, S. D. (2019). A strategy of scaffolding development to increase students’ problem-solving abilities: The case of physics learning with causalitic-thinking approach. Journal of Turkish Science Education, 16(4), 569–579. https://doi.org/10.36681/tused.2020.8

Rosen, Y., Stoffler, K., & Simmering, V. (2020). Imagine: Design for creative thinking, learning and assessment in schools. Journal of Intelligence, 8(16), 1–20. https://doi.org/10.3390/ jintelligence8020016

Rosli, R., Capraro, M. M., & Capraro, R. M. (2014). The effects of problem posing on student mathematical learning: A meta-analysis. International Education Studies, 7(13), 227–241. https://doi.org/10.5539/ies.v7n13p227

Sanders, S. (2016). Critical and creative thinkers in mathematics classrooms. Journal of Student Engagement: Education Matters, 6(1), 19–27.

Sawyer, K. (2011). The cognitive neuroscience of creativity: A critical review. Creativity Research Journal, 23(2), 137–154. https://doi.org/10.1080/10400419.2011.571191

Saygili, S. (2017). Examining the problem solving skills and the strategies used by high school students in solving non-routine problems. E-International Journal of Educational Research, 8(2), 91–114. https://doi.org/10.19160/ijer.321075

Schoevers, E. M., Kroesbergen, E. H., & Kattou, M. (2020). Mathematical creativity: A combination of domain-general creative and domain-specific mathematical skills. Journal of Creative Behavior, 54(2), 242–252. https://doi.org/10.1002/jocb.361

Scoot, G., Lerittz, L. E., & Mumford, M. D. (2004). Types of creativity training: Approach and their effectiveness. Journal of Creative Behavior, 38(3), 149–179. https://doi.org/10.1080/ 10400410409534549

Tok, T. N., Tok, S., & Dolapcioglu, S. D. (2013). The perception levels of the novice teachers’ problem-solving skills. World Conference on Educational Science WCES, 415–420.

Treffinger, D. J. (2009). Myth 5: creativity is too difficult to measure. Gifted Child Quarterly. https://doi.org/10.1177/0077/0016986209346829

Trilling, B., & Fadel, C. H. (2009). 21st century skills: Learning for life in our times. John Wiley & Sons, Inc.

Turkmen, H., & Sertkahya, M. (2019). Creative thinking skills analyzes of vocational high school. Journal of Educational and Instructional Studies, 5(1), 74–84.

World Economic Forum. (2019). The future of jobs report 2018. Centre for The New Economy and Society, WEF.

Yang, K. K., Lee, L., Hong, Z., & Lin, H. (2016). Investigation of effective strategies for developing creative science thinking. International Journal of Science Education, 38(13), 2133–2151. https://doi.org/10.1080/09500693.2016.1230685

Yuliati, L., Riantoni, C., & Mufti, N. (2018). Problem solving skills on direct current electricity through inquiry-based learning with phet simulations. International Journal of Instruction, 11(4), 123–138. https://doi.org/10.12973/iji.2018.1149a

DOI: https://doi.org/10.35445/alishlah.v14i1.1086