The Use of Problem Solving Method in Increasing Students’ Thinking

Ability Analysis

Neti Budiwati and Eka Yuliyanti

Universitas Pendidikan Indonesia, Setiabudi 229 street, Bandung, Indonesia

netibudiwati@upi.edu

Keywords: Learning activities, analytical thingking, and problem solving.

Abstract: This research is motivated by the low condition of student learning outcomes in analytical thinking ability

which become the main competence in economic subjects. The aim of this research is to know whether the

use of problem solving method can improve students' analysis ability. The research used Classroom Action

Research with two cycles in Class XI Social Science of UPI Laboratory High School. Data of learning result

in though by using descriptive method with technique of mean number and percentage. The results showed

that the use of effective problem-solving methods can improve students 'learning activities and students'

analytical skills, as seen from the increasing percentage of students who are active in learning and the number

of students who are able to answer problem-solving cases. Therefore, this method can be an option for teachers

in teaching economic material that has the characteristics of problem solving.

1 INTRODUCTION

The problem with economic education is the same as

that of other social sciences. Economic problems

have mismidimensional problems, Multi-dimensional

problems will require a multidimensional theoretical

answer also (Otsch and Kapeller, 2010).

Economic Learning equips students with

analytical skills and problem-solving abilities that are

oriented towards problem-solving skills. Both of

these capabilities are high-order thinking required by

Curriculum applicable in Indonesia. However, the

results of this study are still low, this also indicates

the low ability to think problem solving that requires

students to think critically. Still less problem solving

in formal education. Because of less understanding of

teachers, and individual student factors may affect the

problem-solving process (Jonassen, 2000).

On the other hand, economic learning materials

are more charged with analytical skills that bring

students to solve problems (Mergendoller, et.al, 2001;

Bryn Mawr, 2007). For that required professional

teachers who can package the learning to be effective,

professional teachers with good competence is very

supportive of educational success (Unnantn &

Boonphadung, 2015, Shukla, 2005). A professional

economics teacher will package economic learning

by choosing approaches and problem-solving

methods. Economic learning needs to be developed

towards learning that triggers creativity, critical

thinking and analytical (Beaudin, et.al. 2017).

A suitable learning for that is problem-solving

learning, as problem solving is seen as more effective

in economic learning than lectures and discussions,

and problem-solving learning is appropriate for

analytical and critical thinking (Mergendoller, et.al,

2001; Voss, 1987). Economic learning is considered

effective if using problem-based learning approach

with problem-solving methods, considering the

characteristics of Economics Subjects is: 1) depart

from fact or symptoms real economy; 2) Economic

subjects develop theories to explain facts rationally;

3) the analysis used in economics is the method of

problem solving; 4) The problem-solving method is

suitable for use in economic analysis because the

object in economics is the basic economic problem;

5) The essence of economics is to choose the best

alternative; and 6) The birth of economics because of

the scarcity of the source of the satisfaction of human

needs (Budiwati, N and Permana L, 2010).

Economic learning with problem-solving

methods is based on a constructivism theory that

emphasizes learning processes, not on outcomes in

the form of learning behaviors. According to

492

Budiwati, N. and Yuliyanti, E.

The Use of Problem Solving Method in Increasing Students’ Thinking Ability Analysis.

In Proceedings of the 2nd International Conference on Economic Education and Entrepreneurship (ICEEE 2017), pages 492-496

ISBN: 978-989-758-308-7

constructivism theory, students use their cognitive

processes to form an understanding of teaching

materials, so that the assessment of learning is

oriented to Process assessment in addition to result’s

assessment The constructivism approach supports

student centered curriculum and instruction rather

than teacher-centered patterns Students are key in

learning Teachers who engage in classroom activities

are based on constructivism, knowing that learning is

a process Make sense actively, where the person

learning is not a passive recipient of information

(Parkay & Stanford, 2008).

Several studies have shown that the quality of

teaching and teacher competence is considered the

most powerful predictor of student success (Shukla,

2009; Bulger, et al. 2002). Related to this problem

Slavin (2011) says: To teach effectively, the subject

matter knowledge is not the issue of someone who

becomes a walking encyclopedia. Effective teachers

not only know the subject matter of their subjects but

also can convey their knowledge to students.

Teachers play a role in practicing high-order

thinking skills of students, through the provision of

learning experiences and providing opportunities for

students to develop their thinking skills problem

solving method is a way that teachers do to deliver

teaching materials and improve problem-solving

skills through thinking analysis, not feeding students

with as many teaching materials. The importance of

the ability to think in learning as described Piaget (in

Trianto, 2009), namely the learning process occurs

when the process of data processing actively from the

learners.

Active data processing is a continuation of the

activities of students looking for information which

then proceed to the discovery of new ideas or ideas.

Piaget's theory also argues that everyone has had a

basic intellectual capacity from birth, but at different

levels. This intellectual capacity is the basis of a

person in receiving information, managing

information and making decisions.

Problem-based learning is a learning that comes

from problems, which invites students to solve

problems by identifying and gathering information so

that students will find their own way of learning. This

classroom action research, trying to answer the

question of whether the use of learning method &

problem solving can improve learning activities and

improve students' analytical thinking skills?

2 METHODS

This research is a type of classroom action research

conducted on class XI of Social Sciences of Senior

High School of UPI Laboratory, with the factors

studied are (1) student and teacher activity 2)

Learning result of student's analytical thinking

ability. Type of data obtained and collected by the

researcher in the form of observation sheet and

student learning outcomes to know how when the

research took place in relation to the role of teachers

and student involvement in learning, with tools in the

form of tests (about pre-test and post-test) and non-

Tests (observations, interviews and documentation).

Test result data will be analyzed with descriptive

statistics such as averages and percentages (%).

While data obtained from observation and interview

will be analyzed quantitatively. Like most classroom

action research, this study is designed with 3 cycles,

which consists of plan, action and reflection

activities.

The process of conducting the research using the

following cycles:

2.1 Cycle I

 Plan: (1) Looking for data related to the use of

the problem solving method of learning

approach. ; (2) Teachers studying class XI the

Senior High School UPI Laboratory , as well as

preparing lesson plans with economic problem

solving materials.

 Action: (1) The teacher delivers or introduces

topics, lesson materials, goals learning; (2)

Teachers using learning method Problem

solving in economic learning, things teachers

should prepare are: (a) Master establishes a

group; Groups of students consisting of 4 or 5

people; Each group will solve the problems

presented by the teacher. (b) The teacher

provides stimulus / motivation to deliver the

students to connect with the problem to be

provided. Then the teacher presents the

problem; (3) The teacher guides the students

during the learning process and helps to change

the students' thinking thoroughly. The activities

that occur during the process of problem-based

learning are as follows: Students discuss and

keep a record of what information / facts they

can get from problems they read. Next, students

identify and formulate the problem. (c) Students

collect information relating to the problem. This

is done by identifying what concepts / principles

The Use of Problem Solving Method in Increasing Students’ Thinking Ability Analysis

493

they should learn, what learning resources they

will use, and what they should do. After

collecting information, students attempt to

formulate some troubleshooting solutions and

identify them. (d) Students exchange

information with their group of friends to select

and decide the best alternative from some

alternative problem solving solution that has

been formulated. (e) Each group presents the

results to the other group as an evaluation of the

results of its work. After the student presents his

or her work result, the teacher asks questions;

Questions that are metacognitive and reflective

in order to strengthen clarity.

 Observation: (1) Conducting observation of

learning activity of economic problem matter

with approach of problem solving learning

method; (2) Observation of students' thinking

ability before and after use of problem solving

learning method.

 Reflection: Reflection is done after making

observations. If the action has not been achieved

optimally, then it needs improvement in cycle II.

2.2 Cycle II

Implemented as in cycle I, in this research stops at

cycle II, because after observation and reflection is

obtained result that learning has succeeded in

improving learning activity and result of learning

ability of student analysis, so activity stopped at cycle

II.

Table 1: Results of learning ability analysis thinking

using problem solving method.

Table 1 shows the value obtained by the students,

the value before the learning using problem solving

method and the learning time using problem solving

method in cycle I and cycle II. There is a significant

increase of value from pre cycle I and cycle I, while

from cycle I to cycle II also there is an increase,

although not as big as in cycle I. The number that

meets the minimum value criteria also has a

significant increase, at the end of the cycle only 21%

or 6 of 29 students whose value is still below the

minimum value criterion.

3 RESULTS AND DISCUSSION

3.1 Results

3.1.1 Results Cycle I

After the implementation of the planning and action

on cycle I, found the fact that the data obtained there

are some discrepancies between the planning, action

and objectives of the research, namely:

 Some students who previously tended to be

passive, now seen already active, at least

actively give opinion to the working group.

 Classroom conditions become more vibrant and

vibrant, as teachers reward groups that are all

active members.

 Students are more excited even though entirely

entrenched, because it is allowed to explore

material from the internet by using their

respective mobile phones.

 As the presentation of the results of the

discussion analyzed the problems associated

with the distribution of national income, some

students enthusiastically listened to his friend's

presentation.

 Although not yet accustomed to the evaluation

given by the teacher in the form of a matter of

analysis, still tried by the students to be

completed, and it turns out the results obtained

quite encouraging because almost 50% of

students achieve scores above the minimum

criteria.

3.1.2 Results Cycle II

A After the implementation of the planning and

action in cycle II, found the fact that the data obtained

there are some discrepancies between the planning,

action and research objectives, namely:

 Students who tend to be passive in cycle I,

appear to have begun to decrease, meaning that

students are more active in giving opinion to the

working group Classroom conditions become

more vibrant and vibrant.

 As the presentation of the results of the

discussion analyzed the problems associated

with the distribution of national income, some

students enthusiastically listened and

commented on his friend's presentation.

Condition

Low High Ave-

rage

% Achievement

of minimum

value criteria

(score = 70)

≥ <

Pra Cycle 30 80 53 14 86

Cycle I 45 86 70 52 58

Cycle II 60 90 75 79 21

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494

 Students are seen accustomed to carry out

evaluation given by teachers in the form of

problem analysis, and it turns out that the results

obtained quite boasted because there is a

significant increase of students.

3.2 Discussion

The conclusion obtained from the experiment using

problem solving method is that this method can

increase student learning activity and achievement of

value. This is in line with the purpose of using

problem solving method, which in addition to

increase student learning activities as well as to

improve learning outcomes, especially the ability to

analyze (Beaudin, et.al, 2017). The use of problem

solving method is not conventional, because

conventional problem solving is used through

discussion, so there needs to be a modification in

using problem solving method (D'Zurilla, T. J., &

Goldfried, M. R., 1971; Sweller, 1988).

The ability of teachers in encouraging students to

be active in the thinking process becomes the core of

problem solving, because the advantages of this

method is the advantage of the problem solving

method is to stimulate the development of students'

creative thinking skills and thoroughly so that

students can have the ability to solve economic

problems in real life, Besides the problem-based

learning is an authentic approach with the intent to

compose their own knowledge (Arends, 2007;

Hamiyah & Jauhar, 2014).

That method of problem solving can increase

student learning activity, of course very dependent on

teacher ability to organize learning, let alone this

method requires ability of student academic above

average. In addition, even if economic learning is

loaded with problem solving, it does not mean that

this method is suitable for all materials, it must be

seen that its material characteristics contain problem

solving. This should be the focus for teachers in

developing their learning Problem solving involves

important cognitive, affective, and conative

processes, and therefore requires real instructional

support. (Jonassen, 2000).

Therefore, although effective problem solving

methods to improve learning outcomes and ability to

analyze, still requires the creativity of teachers to be

able to create effective learning. It should be

remembered that economic learning should be able to

bring students to economic thinking that brings

students into a rational and economic literate (Schug

and Wood, 2011).

In addition, it should be remembered that there is

no perfect learning method, so in the implementation

of the teacher must be creative to create an interesting

learning in line with the characteristics and objectives

of each teaching material, for example by using

variations and modification methods. In this case

collaborative learning becomes an alternative chosen

by the teacher (Barkley, et.al, 2005).

4 CONCLUSIONS

This study shows that the use of problem solving

methods in economic subjects can encourage student

learning activities, and simultaneously improve

learning outcomes especially in the ability to analyze.

However, to use the problem solving method

effectively, it requires the teacher to be creative in

order to modify the use of this method. This is

because conventional problem solving methods are

not effective in creating analytical thinking skills. The

use of problem solving method in economic learning

is only suitable for teaching materials containing

problem solving content. In addition, the use of

problem solving method requires students who have

academic ability above average.

ACKNOWLEDGEMENTS

This classroom action research is a collaborative

research between researchers and economics teachers

at the UPI lab school, facilitated by UPI. Therefore I

thank you for the opportunity that has been given by

the UPI to conduct this collaboration research,

especially to Mr. Prof. Aim Abdulkarim and head of

the UPI laboratory.

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