Improving Problem Solving Skills using the Collaborative Problem Solving Model

Abstract

oduction: In the twenty-first century, students need to have improved life competences and critical thinking skills.  However, teachers also serve as facilitators to ensure the success of the learning process, thus the focus is not solely on helping students develop their skills.  The teacher's role in the learning process is essential if pupils are to successfully absorb and comprehend all of the subject matter.  According to research, students' comprehension of mathematics is still low both in terms of the material covered and the problem-solving techniques taught. There are certain issues with problem-solving skills in the classroom setting. One of the best ways to deal with these issues is to use a learning model that is appropriate for the difficulties at hand. The collaborative problem-solving model is one of the learning models that may be applied; it combines collaborative learning with problem solving, which is seen to be a solution to the issues experienced.

Objectives: The purpose of this study was to determine whether or not there was an increase in problem solving skills by applying a collaborative problem solving model.

Methods: The research method used quantitative method with experimental research type (quasi experiment) with research design of nonequivalent pretest posttest group design. The research subjects totalled 120 people, 65 students in the experimental group and 65 people in the control group. Data collection using tests conducted pretest and posttest. Data analysis used normality test, homogeneity test and independent sample t test. The results of the research and discussion, it can be concluded that there is an increase in problem solving skills by applying a collaborative problem solving model.

Results: Based on the results of hypothesis testing on the posttest, the significance value> 0.050 and also the mean difference in the posttest of the experimental group and the control group make evidence of differences caused by the application of learning models in the two groups. The experimental group used a collaborative problem solving model while the control group used a conventional model.

Conclusions: The conclusion of this research is that there is an improvement in problem solving skills by using collaborative learning model in the learning process. It is hoped that further studies will be able to look more closely at the collaborative problem solving paradigm in other subjects, perhaps at different educational levels. Of course, it can also be used with other learning models