Students interviewed after jumping task based on CPS lessons reported enthusiasm and found the problems challenging¶

Claim · All claims
Evidence · 1 study · causal r2 · q1
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? In-depth interviews with two students from the experimental class showed positive responses, with students reporting learning was fun and the problems challenging. → Hobri 2020

Evidence¶

Hobri 2020¶

Hobri, Ummah, I. K., Yuliati, N., & Dafik (2020). The Effect of Jumping Task Based on Creative Problem Solving on Students’ Problem Solving Ability. International Journal of Instruction, 13(1), 387-406. https://doi.org/10.29333/iji.2020.13126a

q1 · i? · causal · r2

Qualitative in-depth interviews with two purposively sampled students from experimental class x1 who had the most different post-test answers; one student stated the problem is challenging to do and learning in class is fun.

"Based on the interview resu lts above, it can be seen that learning using jumping tasks based on CPS increases students' enthusiasm for learning. Students can ask with each other in a group."

Discussion¶

Related Claims¶

• Students reported that the virtual-lab lesson made learning fun, helped them figure out concepts themselves, and supported thinking like real scientists — related
• During jumping task based on CPS lessons, 44% of experimental-class students were rated strongly active and 29% active by observers — related
• Experimental-group students reported enjoying learning Newton's Laws through game-based projects and wanted the method used in other lessons — related
• Jumping task based on CPS produces higher problem-solving ability than sharing task based on CPS, which in turn outperforms conventional instruction, in eighth-grade mathematics — related
• Post-test problem-solving mean scores were 78.35 for the jumping-task CPS class, 67.12 for the sharing-task CPS class, and 58.76 for the conventional class — related